Add to ORKGThis paper presents a reflection on the main principles (theoretical and socio-political) involved in the formulation of a curriculum proposal. We note the tension between the respective positions of a formal or set curriculum versus a hidden or lived curriculum. We argue that it is imperative that this unnecessary polarization be left behind by means of a democratic proposal of curricular policy. We posit an approach that we call living curriculum, a proposal that is, on the one hand, anchored in social practices and, on the other, entails the amalgamation of the component stages of the curriculum. It involves a democratic process of curriculum renewal, since its implementation must be participatory in order for it to be anchored in social...