El currículo universitario desde el enfoque socioformativo: el caso de una universidad peruana

This study examines the design and implementation process of a competency-based curriculum from a socioformative perspective in three study programs of the Hermilio Valdizán National University (UNHEVAL) in Peru. Document analysis was performed on the reports of the teams in charge of curriculum development and on the three curricula approved by the university. The results show the complex process of transitioning from a linear, subject-based curriculum to one based on formative projects. It is also clear that the participation of teachers, students, graduates, and other stakeholders has enabled the progressive implementation of the curriculum.