This article examines education policy on curricular integration and interdisciplinary practices in primary and secondary education (K-11) in Colombia. It presents an overview of institutional and teachers' discourses and practices concerning this subject, based on empirical work that was done in Bogota. Finally, it presents a cooperative research project undertaken by 16 schools and a university that aimed to transform the curriculum with interdisciplinary projects focused on local issues. The conclusion reached is that, despite the complexity inherent in these kinds of projects, it is possible to mobilize people and use knowledge to transform the school, giving it new meaning and enriching its ties to its surroundings and the world. This text presents some of the results of a process that began in 1999 with a review of interdisciplinary practices and curriculum literature, followed by an international conference and a series of cooperative research projects pursued jointly by the Na- tional University of Colombia's RED Program and public schools in different parts of the country. Many people participated in this process, in particular Jose Gregorio Rodriguez (main researcher), Carlos Minana, and Martha Orozco (National Uni- versity professors, co-researchers); administrators, teachers, and students from 16 schools located in Bogota, Ibague, Villavicencio, Barranquilla, Baranoa, Galapa, and Soledad; and some students from different programs at the National University.