The authors present a methodology used in the curricular redesigns of a regional Chilean university, assuming that the path of a curricular innovation is constrained by the diverse institutional cultures, both internal and external, with which to dialogue. In the context of the curricular innovation carried out, the Educational Model of the University defined the curricular construction under the competence-oriented approach centered on student learning. The methodological transit that is shared in this document has the merit of having achieved high levels of participation of academics and university executives.