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The relationship research-knowledge-science, as an expression of episteme curriculum poses great challenges, in light of important contradictions.

It is perceived inconsistencies in the correspondence between the philosophical postulates, epistemological and theoretical university curriculum and its empirical correlation as a collective social construction.  

In this perspective, the research analyzes from an epistemological view the university curriculum, associated with the production and validation of knowledge as a basis for the development of generic and specific skills, which determines its nature, scope, structure, logic and functionality; Likewise, it is assumed as integration space where their theoretical components (conception) and methodological (action), found reason for being. The research design includes methods of logical reasoning as inference through content analysis to derive a system of theoretical categories. The results guide the definition of management strategies to minimize gaps between the normative - philosophical curriculum and its operationalization as a scientific social construction, considering the ontological: reality - man - interactions - context. From the system of categories built, it is concluded on the need to generate reflexive processes of consensus, with regard to the curriculum and its forms of implement it, what becomes in skills to strengthen in the students, so that the heuristic development in different academic programs consolidate a profile professional,

whose conceptual and epistemological clarity find in a real context, where converge not only social demands, but also the requirements, needs and expectations of the subject who makes science.