The curriculum implemented in primary school is not flexible but rigid, flexible and we understand that combining studies with work placements in the educational process, ie, an alternative education or a system dual in the exploration of methodologies, teaching strategies and curriculum to articulate theoretical and practical content, remember that there must be a link in the relationship between the curriculum, the cultural and geographical setting, as it must incorporate the latter as key elements processing new curriculum proposals, from this point of view, is that we should note that curriculum changes are based on the growing social needs, as the development of industry, science and technology have led to changes in various social sectors such as for example the workplace that is affected by these developments precisely because they offer ways to a change in employment opportunities, but above all a competition requiring framed so that the curriculum is managed at any level of education should be amended to these new demands of our modern society, becoming a curriculum in order to be more flexible, but this is still not entirely the case at the education.

The curriculum is being implemented continuous framing traditional forms of education, with bureaucratic efforts even under time, space and established periods, then the flexibility seems to be on one side and the institutions responsible for implementing the curriculum remain deaf to the demands of society that wants a complete change and widespread in all social aspects and on sociocultural paradigm with backbone flexibility, if we consider the latter in the educational fact, we realize that we must educate a student critical creative, reflective, which effectively achieve their learning while developing its capacity of understanding and expression, so the achievement of these objectives require the consistent implementation of a curriculum that differs from that used in the past and is no longer theoretical become practical, and social critic. .