On-site training in skills for management school in contexts of poverty, its author Liliana Jabif, raises the following questions: what is taught and learned is only what is explicit in documents? Students learn what teachers teach? The school teaches only in the grandiose space? Concludes the author that, these questions have led several authors to work the theme the null curriculum and the hidden curriculum. These being subjects of a powerful and therefore widely treated in diverse curriculum documents, we shall confine ourselves to comment briefly, in this and other articles, each one of the questions put forth by the author. We will start with the first question: what is taught and learned is only what is explicit in documents? In the above work cited, the author points: is often considered at the curriculum as a formal document, which lists a series of requirements with regard to education by developing in schooling. This document, officially called the prescribed curriculum, contains the fundamental orientations of the knowledge for teaching. The author acknowledges the existence of an official character (called prescribed curriculum) document, and that, at the same time, this document contains a series of requirements with regard to education by developing in schooling. This document, nature macro, containing the fundamental orientations of the knowledge for teaching. We agree with the author on the existence of such official document (or perhaps could talk about: documents) and, more importantly, experience teaches us the high degree of obligation in compliance with the same, as written in stone, say what people say. Is why educators and educators as well as administrators and other personnel of the different administrative educational centers, they drown in paper, calendars, dates, activities, meetings, commissions, ephemeris, and much more that could mention, that ultimately loses the true meaning of education, understood as a proper curriculum management, in accordance with the concept that the curriculum should integrate the didactic dimensions, i.e.
the processes of interaction in the classroom (Doyle1992). Hence our claim in a previous article in which we aim to: is using the knowledge of these elements, we can know other major elements, which, for the purposes of a proper understanding and curriculum management, greater relevance and provoke discussion, analysis, consensus and as a result, changes and adjustments, in accordance with the time, space, the political environmenteconomic, cultural and social; that, in my opinion, and that also seems to be being recognized in the major areas of competence, not it is being handled properly. Note that two elements considered in our vision, constitute them: time and space; aspects which, from a perspective of equity paid great significance, in the performance of the teacher, leading actor of the curriculum management. What was intended to say with the above? Firstly, that educators are saturated with activities that require them to deal with their hours of rest, in co-curricular activities in your home and even bad calls extracurricular activities (which through an objective analysis become the curriculum. This is because they are considered extracurricular from the view of the prescribed curriculum post). Time that should be in dedication to family, recreation, rest, and even to overcome. All of the above, unlike other workers, both public and private function, who one time fulfilled his working day, usually 8 hours, may worry about their work and enjoy their hours of rest. In our next article we will refer to the second question of the author: the students learn what teachers teach?