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The aim of this paper is to show the continuity and ruptures that originated in educational institutions when the Third Cycle was implemented in the EGB (Basic General Education) after the analysis of the curricular political and organizational levels carried out in three public institutions in General Pico, La Pampa. The purpose of this paper is to reveal the complex mechanisms under which the processes or reform are installed in the practices, as well as the intertwining produced between the official curricular proposals, the institutional projects and the teaching of the Social Sciences. On the other hand, and given the exiguous empirical studies on the implementation of the Third Cycle in the country, the paper contributes with enlightment on the different levels under study, the obstacles, achievements and resistances the actual agents admitted having experienced, as well as the existing gap between the official messages and the pedagogical practices developed in the classrooms. The study shows that the methodological and organizational realities are different in each school, while in each classroom, there appeared certain regularities in the three cases under analysis when considering the pedagogical proposals regarding the Social Sciences. [ABSTRACT FROM AUTHOR]