The premise of our study is the definition of the concept of paradigm, stated in epistemology. It analyses its implications in pedagogy. It points out the existent relation between the stages of social development and the paradigms which came out in the history of pedagogy. From this perspective, the study approaches the curriculum as paradigm of the post modern, informational society. It deduces the axiomatic frame created by the curricular paradigm at the level of education which defines education as a permanent psycho-social activity. It implies the option for innovative educational model, promoted by UNESCO in its quality of a paradigm of the educational policy in a society based on knowledge.