In liquid times when the social institutions have difficulties in adapting themselves to changes at the same time they happen (Bauman, 2007), one of the visible effects of the various processes of globalization has been the conduct of society in a more individualized way, which has a dual effect on education. On the one hand, the need to listen their actors and understand through this listening, how to build educational processes. On the other hand, to identify the social consequences that this individualization has on knowledge worked on school works and how does school react to these changes.

We assume curriculum knowledge as a social process, produced by multiple actors in different fields or levels, as well as curriculum construction, which has been taken as prescription, as the reproduction of inequality and social exclusion because it is based on existing models of power and symbolic and cultural capital.

In this work knowledge is understood in two ways: on the one hand, the selected knowledge to be worked on education and training of students and, on the other hand, the professional knowledge of teachers. In this sense, it is relevant to the study of curriculum knowledge reconstruction and the experience of teachers in the schools context.

According to Carneiro (2003), we live in a transition phase between industrial Clockwork Orange and the age of boundless knowledge and competences, which progressively move from a paradigm of bureaucratic domination to a paradigm of economic domination. We are left with a third phase of organization of educational services, that the author calls as the Learning Society, customized, based on the communities and determined by the rhythm of forms of learning and by the search for knowledge.

The present society is characterized by cultural, ethnic and linguistic pluralism that is inevitably reflected at the school for all (Alonso et al, 2001).
In these  ideas we can find some explanations for the need to consider nowadays a set of knowledge that comprises the traditional one and the other knowledge that have been excluded from school. What we are saying is that social justice depends on cognitive one, which demands the recognition of diverse knowledge systems (Santos, 2007).

On the other hand, and according to Goodson (2008), the triumph of a new world order based on an individualised society transfers the locus of social opposition to the policy of individual life, which changes the focus of analysis of changes in schooling or in the curriculum, which were focused on social collective movements and today define a strategy based on the policy of life of the individuals.

As is the case in other countries, the school in Portugal is experiencing a crisis related to the change of values, rules and objectives that was the basis of the construction of school for all. This narrative of globalization, known as Knowledge-based Economy, is the cause of the movement from the centre of public policy for the creation, distribution and management of that knowledge based on skills and perceived as "social overhead investment" (Bell, 1973), and the building of a new narrative for education, now based on the objective of making a new type of worker, a new type of citizen and a new type of I (Robertson, 2008), responsible and in charge of a Lifelong Learning, performed "anywhere, any time, by any provider" (Dale, 2008B), while constitutes a Completely Pedagogical Society (Bernstein, 2001), which gives a new role to the State and creates a new form of training.

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