The curriculum can be defined as: a) broad, philosophical (epistemological) and as a paradigm of pedagogy, asserted historically in the postmodern and contemporary age; b) restricted, technologically as a model of education design applicable at all levels of the education system and process. As a paradigm of pedagogy, the curriculum represents a model for addressing the general theory of education, centered on the education defined, analyzed and valorized at the level of the interdependence between the psychological requirements towards the educated (expressed in terms of competencies) and the social requirements towards the educated (expressed in basic content terms recognized by the company). In relation to this model epistemologically determined, one can define the fundamental concepts of the field (education, central function, basic structure, finalities/outcomes, contents and general forms, education system) and the axioms of education that provide the normative framework of pedagogy at higher level are developed. As a model of pedagogical project, applicable at all levels of the education system (education system reform, fundamental pedagogical research products) and the educational process (curriculum, school curricula, school textbooks, auxiliary materials, teacher’s planning documents), the curriculum aims to optimize the relations between the outcomes - basic contents - methods – evaluation in the open context (organizational forms, pedagogical resources, and the pedagogical, managerial, didactic, socioemotional styles), normatively ordered by the principle of: a) stabilization of the project at the level of basic outcomes and contents; and b) flexibility of the project at the level of evaluation methods in an open context. Curriculum analysis draws special attention to: a) the fundamentals of the curriculum (general and pedagogical - see the education outcomes); b) types of curriculum (classified according to pedagogical criteria); c) curriculum products; d) curriculum development process.