The curriculum of the moldovan republic include the cronological and spatial setting, the mondial diversity of the cultural perpectiv, the objectiv interprétation of facts ans historical events but also of the patrimonial elements. The exact same work can be said on the school program for the Romanian history, I can only add that the purposes of the historical discipline are clearly conscious and inspired with culturals, tolerencial, multiculturalism and national’s patrimoniales values. The moldovan curriculum present a set of key-transversals competences among wich culturals and interculturals complements can be found, especially ones axed on the appreciation and welcoming of national’s culture or the cultural’s diversity, but never on thé promotion, valorisation or protection of the inherited cultural patrimonial. The methodological suggestions given by the Romanian history program for the school contribute to form educativs ideals and an apreciation of some determining elements from the local cultural context, and from the national and universal patrimonial for students. Of course, in some situations, programs should complement one another to improve the learning of students, as all education reforms in this regard are made for their future. As a proposal, I would recommend reviewing some of the historical discipline competencies that would support proponents, capitalization and inheritence preservation.