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Este ensayo senala cuales tienen que ser los perfiles curriculares mas generales en el contexto de la denominada globalizacion cultural actual. Demuestra que todo curriculo es una seleccion cultural y, por tanto, pone de manifiesto la relacion entre el desarrollo politico, socioeconomico y la educacion. Con este proposito, se hace un analisis rapido de algunos de los perfiles principales de ciertos curriculos para demostrar como estos han estado supeditados a las situaciones particulares que han debido enfrentar en unas y otras sociedades. Se concluye que, desde los inicios de la educacion, cuando se empezo a gestar la estructura de los elementos de que, como, a quien y cuando ensenar, entre otros, ya se tomaban en cuenta las principales caracteristicas que el curriculo formal, el real y el oculto contienen hoy en dia. En otras palabras, desde finales del siglo XIX y los inicios del siglo XX, se han discutido y documentado estructuras curriculares fundamentales para el logro de un proceso de ensenanzaaprendizaje satisfactorio en una cultura determinada. Estos elementos del curriculo se siguen incorporando para cumplir con la tarea de educar; la diferencia radica en que todos los involucrados en el proceso educativo formal deben necesariamente de satisfacer las necesidades sociales, culturales, economicas, psicologicas, intelectuales, espirituales y tecnologicas que estas nuevas generaciones demandan. This essay points out which must be the broadest curriculum profiles in the context of the current cultural globalization. It also states that every curriculum is a cultural selection and thus, it highlights the relationship between economic socio- political development, and education. In this way, this essay reviews some of the major basis of certain curricula of the past history and achievements. The main purpose is also to show how these elements have been subject to the articulated situations they have faced in some other societies. It was concluded that since the beginning of education when the structure of the elements: what, how, who and when to teach, among others, started to take shape. After all these changes, the educational systems in different cultures started to take into consideration what we know today as formal, informal, and hidden curricula. Therefore, since the late nineteenth century and early twentieth century, it has been discussed and documented core curriculum frameworks for one main objective, to have success in the teaching-learning process of any particular culture. Up to the present time, these elements are clearly developed and included into the curriculum to meet the task of teaching; the difference is that everyone who is implicated in the formal educational process must necessarily satisfy the cultural, economic, psychological, intellectual, spiritual and social needs that the new generations demand.

El currículo educativo en el contexto de la globalización cultural actual