State Basic Education in Uruguay has always been characterised by universal, homogeneous curricular designs, articulated according to subject matter and academic content. Currently, following international trends, a curricular design based on competencies has been encouraged. This article aims to analyse the main features of the new curricular guidelines in elementary (or primary) school, as well as the main debates around them. Criticisms posted by teachers are examined with a post-critical focus on the curricular field, drawing from analysis of documents and interviews with key stakeholders. The main findings reveal three central points of debate: the structuring core of the curricula, assessment methods and the position of the teacher. Also, a hybrid model of curricular policy for basic education has emerged which has generated conflict amongst teaching communities.