Estratègies d’acció per a l’elaboració del projecte curricular de centre

The implementation of the Reform has revitalized the reflection on the pedagogical and curricular aspect. As always happens, innovations involve new approaches, structure new relationships and propose new forms of action.
The appearance of the Center Curriculum Project (PCC) has been in this sense a reference that is forcing the centers to rethink their forms of action and their foundations of pedagogical action.
On the one hand, the Center Curriculum Project appears as an option to be assumed by the entire educational system, for the centers and for the teachers. The determination of the level of autonomy that the institutions should have, the delimitation of functions that the educational center should fulfill and the clarification of the role that the teacher should play with very necessary specifications for the curricular construction.
The present text offers a set of proposals that serve to guide the work of the centers and the performance of those responsible or of the advisors who support their decisions. They are a set of reflections and strategies organized graphically and narratively according to the process that any center must develop in carrying out the PCC. In short, a sequenced ordering of the set of actions that can be carried out.
The definition of acceptable situations is not the objective of this work: it only proposes elements for each center to delimit the most appropriate decisions.