The authors present in the following article some key elements to manage curricular innovation in Higher Education Institutions. The curricular follow-up through the trajectories of the students allows to identify their academic paths from the analysis of the mechanisms of evaluation of performance from a different perspective to the result of regular courses. The look seeks an approach from the levels of progression of the stated competence in the profile of egress both in the training process and at the end of the training cycle. In this sense, the proposal advances in unveiling the existing relationships in the framework that links the curriculum, taking into account how the curriculum is lived by students, with their social and economic profile, as well as clarifying the processes of their constitution and the role they play in The offer of the training institution sopena of the expectations of the teachers.