The purpose of this study is to carry out an analysis of the concrete expressions of institutional autonomy as a tool that generates curricular transformations in educational institutions; from this starting point to study the curricular models implemented in four educational institutions of the territorial entity certified in education of Casanare; identifying the management of optional subjects and the times of class periods as expressions that seek the transformation of the traditional-official curriculum. In summary, the attention was focused on analyzing if inside the educational institutions those of us who are in charge of doing it; in effect, we have carried out actions that favor the construction of curricula adjusted to the needs of our students and about their welfare.

This research from a qualitative approach seeks two objectives: to identify the curricular transformations favored by the inclusion of optional subjects in the curriculum and the modification of class periods, and to try to understand the relationship of these transformations with the IEP and the needs and interests of the students and the context.

 In order to respond to these objectives from a documentary analysis methodology, the curricular guidelines issued by the MEN and the PEI documents elaborated by each of the four educational institutions subject to this research were reviewed, finding that, in general terms, the PEI and in particular the curricula implemented do not respond to the situations and needs of the students, the local community and the region.