Curriculum is the singular translation of the Latin word curriculum. In the plural curricula. It refers to the set of key competences, objectives, contents, methodological and evaluation criteria that students must achieve at a given level of education.

In general, the curriculum answers the questions: what to teach? How to teach? When to teach and what? How and when to evaluate? The curriculum, in the educational sense, is the design that allows you to plan academic activities.

Any curriculum must be:

-       − An enhancer of the development of learning skills and functionality.

-       − common, open and flexible.

-       − integral.

-       − coherent.

The resume should look for:

-       − to concern the areas of life.

-       − globality, transversality.

-       − universality, equality and diversity, interculturality.

-       − empowerment and enrichment of the person.

-       − basic education at all stages.

-       − scientific update.

-       − critical orientation.

-       − autonomy, lifelong learning, collaborative learning.

-       − be shared with other organizations and social agents.

-       − implementation of participatory methodologies.

In Spain, the current legislation establishes, through Organic Law 8/2013, of 9 December for the improvement of educational quality, which amends Organic Law 2/2006 of 3 May, that:

“The curriculum will consist of the following elements:

1.      The objectives of each didactic and educational phase.

2.      The skills, or ability to apply in an integrated way the contents of each didactic and educational phase, in order to achieve the adequate performance of the activities and the effective resolution of complex problems.

3.      The contents, or sets of knowledge, skills, abilities and attitudes that contribute to the achievement of the objectives of each didactic and educational phase and to the acquisition of skills.

4.      The teaching methodology, which includes both the description of teaching practices and the organization of the work of teachers.

5.      The criteria for assessing the degree of acquisition of skills and the achievement of the objectives of each didactic and educational phase”.

To carry out any curriculum, in our case a theatrical curriculum in which it is intended to promote the development of the emotional intelligence of prisoners and patients through the pedagogy of theatre and dramatic play, we must take into account and develop all the elements that our educational laws establish.

Specifically, in adult education, through the Order of 10 August 2007, which regulates the Basic Educational Plan for Adult Education; It should be noted that: “in this educational phase, adults will be sensitized to the need for lifelong learning, essential for the acquisition and updating of knowledge that allows personal development, professional promotion and social integration, the exercise of responsible citizenship and according to the principle of equal educational opportunities “

In addition to the key elements that make up the skeleton of the curriculum such as objectives, content and evaluation criteria, methodology will play a very important role in this curriculum.

For all this, in this curriculum, emotional education becomes an indissoluble binomial of theatrical pedagogy. In fact, in the event that our students are spectators, they will receive from the theatrical works an emotional richness that makes them reflect and learn. If, moreover, we involve them in the theatrical activity, they will be able to express themselves and elaborate, and the synergy will be greater and of a very significant internal and external emotional depth. For this, the problems and daily experiences of life must be at the centre of this pedagogy in which social and personal awareness are the best tools to find a purpose to the work that is developing, both collectively and individually.

Theatrical pedagogy from the approach of emotional education is, in short, an experiential learning in which the people who participate are offered the opportunity to critically analyze the process followed, extract some useful insights from this analysis and apply what they have learned in their daily lives (Motos, 2000).

At a general level, this study plan is structured in a transversal way for the three areas of competence of Lifelong Learning (Social Area, Communication Area and Scientific-Technological Area).