methodologies; contents that are significant and placed in an appropriate context; continuous training of teachers; emphasis on collective teacher and student work; and incorporation of the family and community into the school community. These are some of the pillars that sustain the new proposals, with the aim of providing quality education for all. It seems that the country has taken account, finally, of the fact that the place of children is in school and that unlimited efforts should be made in order to turn the school into a competent and agreeable institution that is attractive to its clientele.
We know that educational reforms do not take place on paper, but in the classroom. It is indispensable that changes take place, primarily, in the minds of both educators and the community itself. Above all, it is necessary that conditions of greater relevancy be guaranteed: the establishment of teaching careers and adequate salaries, in order to give incentive to current teachers and attract new and good teachers; an agreeable and healthy school environment, with a reasonable number of students in the classroom; libraries and teaching equipment and technology brought up to date and present in sufficient quantity; an increase in the length of the school day for students and teachers (little can be done with shifts of three and a half hours). Without this, no proposal of teaching and/or curricular modification will give a good account, truly, of promoting quality education.
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