Abstract:
This work analyzes the trends in curriculum change processes from a comparative perspective. Through the relationship between curriculum and society, the logics operating in the field of university education within two undergraduate programs, a technologic discipline (Mining Engineering), and a humanistic one (Education Sciences) are analyzed. The profound changes caused by the technological development that the globalization brought about called for transformations in the educational programs of the universities as well as dynamism and flexibility to meet the social demands. By the end of the 1970’s and the beginning of the 80’s, the general andtheoretical university education was opposed to that focused on the labor market demands. This situation was overcome in the 90’s by the productive apparatus logic with the consolidation of the globalization. Thus, the relationship between the economic model and the design of the university programs is evident, confirming the reproducting character of the curriculum. As these processes were neither homogeneous nor linear, there were conflicts, negotiations, impositions and resistances of several kinds.