In recent years, national curriculum policies have been developed in several countries of the western world, although the best example of centralization in curriculum policies is still the English policy. A sweeping educational reform, made in the 1980s during Margaret Thatcher's term of office, had as one of its milestones the curriculum established by the Educational Reform Acts of 1988 and 1990. Some modifications in that project were introduced in 1993, but its principal centralizing characteristics continued (Whitty et al, 1999), imparting to the English curriculum guidelines concentrated on developing flexible production methods in industry and for retrieving an imaginary past of national glories, which it was hoped would have a civilizing influence (Ball, 1994). That reform was a significant breakaway from the policies developed until then in England. Not only because the previous curriculum was basically organized by local authorities, was much more flexible and designed to adapt to the characteristics of the schools and the pupils, but also the curricular change came associated to a group of actions related to conservative viewpoints tuned to the market (Whitty et al, 1999). The schools were then organized into ranking through which they received -or not - investments. In response, many of them began to enroll pupils they considered would guarantee good results in the evaluations, giving rise to the exclusion of black candidates and children with special needs. The possibility was established for the parents to choose where they would enroll their children, according to the school's performance in the exams. Likewise, the functions of the local authorities in the relationship with the schools and the independence of teachers in curricular decisions were reduced….