This article reconstructs a map of designing and projecting as issues of engineering praxis and describes pedagogy of meaning in two academic environments. It intends to enlighten us about the kind and form of the emerging subjects configured and narrated by the new social curricula. It is also an advancement of what is been doing to analyze engineering, taking into account its practices, defining practicsal knowledge as those actions that give form to policies and politics. Finally, it is a way of thinking about engineering learning.