A more complete understanding of the curriculum is facilitated by a thoroughgoing study of the three perspectives of analysis: procedural perspective, it allows understanding the curriculum as a continuum that starts with some questions for which trying to answer means undergoing some project-steps, implementation, evaluation; structural perspective, is offering the chance to work with a set of concepts commonly used in professional practice (Finals / objectives, contents, time, teaching-learning strategies, assessment strategies); product perspective (for stretching reasons the theme will be addressed below), which will insist on the multitude materials that a teacher or other central or local institutions and organizations develops and use in the instructive educational activity. Also, it has insisted on the levels of development of the curriculum, focusing on the operational level (including some operationalization techniques, given the fact that some students did not have during the training the opportunity to study thoroughly a relatively new discipline - the curriculum theory).