Abstract:

There is increasing awareness that children and youth using a differently multiple dimensions of intelligence to learning. This awareness on the part of teachers and educators leads to the construction of curriculum projects that allow the adaptation of content and teaching strategies to the diversity of learning processes. Thus, learning and the development of intelligence of individual students are impossible to separate.
The day-to-day human beings, created and characterized by the multiplicity of tasks, challenges, experiments and discoveries, builds, so slowly and progressively more complex, the real world and particular. This day-to-day in basic education (0 to 12 years) is also constructed and determined by the opportunity for experimentation, created by the challenges to their skills and abilities, the construction of knowledge through sensations and perceptions of physical and social world. The whole of our sensations and perceptions are and how we create our worldview, either through exposure to multiple physical objects, their properties and characteristics, either by the relational context able to give meaning to these directions. Given this richness and wealth of proposals and challenges that is in itself and in context, the children plays, experiments, explores, feels, builds and develops his full potential and skills to be an individual with value, characteristics, interests and natural knowledge.
The studies of Gardner (1993) suggest that the human mind is composed of multiple intelligences, promised a new way of thinking the human being and an educator of "mediate" the construction of knowledge of the child in order to help achieve his full potential in life, whatever it is his age. Probably one of the great contributions of the theory of multiple intelligences is to change some concepts of education, including providing the child the development of various activities, more personalized and in accordance with their actual abilities. However, this change of attitude implies a rupture with diagrams and methodological approaches seized and implemented over time by educators and teachers and, consequently, a major reorganization and restructuring, the level of educational programs at the level of initial training programs for professionals of education and the level of government education policies.
This poster is to show the possibility of building an integrated curriculum project (Alonso, 1992) from the childhood education (0-6 years) to basic education, or present a look at the organization and curriculum development projects educational complex, articulated and flexible, structured in a learning experience, which support the findings that each successive child is about you and the world that relates. The draft curriculum is presented, then, as potential construction of knowledge and its use in real situations, i.e., acquisition and development of skills that support the natural growth of each child.

Keywords:

integrated project curriculum, innovation, knowledge building, integrative.