However, the cultural elements can be valuable for one group and not for another, but remember that in every society manifests a dominant group that drives and determines the curriculum. As mentioned above, in education we judge advocate our growth expectations, but if you look at the curriculum agreed plans and programs current study we realize that the interests and objectives set for them are vague, remember that according to Bourdieu (1977) the curriculum is perceived as a cultural arbitrary, which not only has elements of a dominant group or a social sector but is a mixture of various elements, specifically in primary education is where the controversy stands around the curriculum in primary structural axis is the free text book, which is in constant view of criticism that have caused their review and amended as appropriate. In this controversy lies the central problem in relation to the orientation and character of primary education. Another important aspect to consider is the fact the social function of education as it is displayed as a reproductive social order, as it is to constitute the social being, through the actions that are exercised by adult generations on the younger generations, they developed on various states of physical, emotional, intellectual, moral, etc. aspects that are required by the company itself but the new development prospects are framed from the universal educational model that is designed and transferred from the U.S. to developing countries, especially Latin American countries did in our country for the development of curriculum models tend to be innovative, social critic, thoughtful and critical analysis to meet the interests and concerns of various sectors, such curricula were developed in a practical and operational level.