Abstract

The author is an expert implied in the process of curricular design lived in Chile from the promulgation of the LOCE in 1990. The article, being Based on this experience, the article describes with detail this process. It shows the keys, circumstances and moments of the construction process and development of a curricular reformation. She gives bill of the processes and contexts that intervene in it. It points out that she has a process of political construction. But they are not only due to this type of decisions (like ideological and social mark of decisions and power). The reflexive processes that accompany the taking of decisions and the generated action courses are important. As well as it is it the history. Even the curricular limits and the pressures toward the change that they are given globally can influence enough. This way sample like in Chile, in spite of leaving of an educational politics in which the curriculum idea had not entered, this begins to emerge she conforms to she goes building its practical and curricular development. Of all the lessons learned in the process it highlights that they are component key of the process the participation and the innovation. She argues that there are substantives and political reasons for it. The first one is key so that the faculty appropriates of the reformation proposal and he makes it possible. Lastly, it highlights that she takes place a development of the institutional capacities of design and curricular development in the measure that they start and they accumulate processes of this type.