Abstract

Student-centered learning and active methodologies have generated changes in the teaching-learning process, in teachers and the classroom. However, it is not enough to incorporate student-centered methodological strategies into the classroom, but they must be aligned to achieve the development of specific skills in the student then, it is considered necessary to develop support for teachers and curriculum, which allow them to better manage both the review and the planning of a subject, the definition of learning outcomes, assessment methods and associated methodological strategies, ensuring the contribution of each subject to the achievement of the competencies declared in the curriculum of a career. This article presents the discussion and ongoing work regarding learning outcomes and their relationship with teaching-learning methodologies and Bloom's Taxonomy.