Our study analyzes the curriculum as a model of permanent learning. In this perspective we highlight two meanings of the fundamental pedagogical concept of a curriculum: a) philosophical – as a paradigm of pedagogy asserted in the postmodern (contemporary) historical era; b) technological - higher educational project, focused on the aims of education, according to which the basic contents, methods, evaluation are selected, being adaptable in open pedagogical and social context, applicable at all levels of the system and of the educational process (the curricular reform of the system curriculum, the curricular built curriculum, programs / textbooks /the curricularly built school aids, lessons, etc.. That are built curricular). The proposed curriculum based on the academic curriculum model is built at the level of the necessary pedagogical interdependence between: a) general objectives, defined in terms of competences related to the types of culturally validated knowledge and psychologically validated intelligence - b) curricular areas - c) educational disciplines integrated in the curricular areas, which can be developed monodisciplinary / intradisciplinary / interdisciplinary / multidisciplinary or multidisciplinary / transdisciplinary. The academic curriculum model considers the superior products of human knowledge which were validated socially and historically, at the level of fundamental cultural values: art, religion and philosophy; sciences (logical-mathematical, natural, socio-human), technology. Its pedagogical realization at higher level does not exclude but implies the opening to other curriculum models, currently superimposed over the academic curriculum: the experiential curriculum, the student-centered curriculum, the curriculum focused on social reconstruction (from different political perspectives), etc..