Introductionthe management of the curriculum in teacher training within the Catholic University of Salta in the School of Education and Teacher Improvement, this thought from a deductive perspective in which theoretical processes are established that allow the explanation of the curriculum in terms of teacher training and its impact on the organizational articulation. Objectiveto specify a strategic articulated intervention device that requires the constitution of a new emancipatory discourse. Materials and methodsWe present a qualitative research that analyzes the problems and variables established in the study. ResultsThe process of rupture leads us to reflect on the teaching position in the face of praxis, on the processes of "learning to teach" which involves continuous training. DiscussionThis perspective points to the development of certain skills that are developed over time of the formation through diverse strategies Conclusionsthe development of the professional competences of the teacher that confront with the disciplinary approach from an innovative glance