摘要：This paper reviews and examines issues related to the evolution of the concept of curriculum in the twenty-first century to sustain the alternatives of the higher education curriculum. The article identifies a range of key elements of the comprehensive curriculum for basic skills in higher education. The curriculum at the university is facing a new paradigm called participatory dialogical-narrative as an alternative to positivist paradigm. This framework facilitates the development of basic skills in a comprehensive curriculum through internationalization and globalization. Its definition and its realization involves a necessary reflection on questions such as: Which transferable competences must a teacher have? How do you select those competences? What are the priorities? How to evaluate them? These are important ideas (Belando, 1999) based on the skills that a teacher must have as teaching professional.
