Project-based instruction is being promoted by a number of educational sciences: the psychology of education; the general theory of instruction (general didactics); the general curriculum theory. Seen from a historical perspective, project-based instruction has evolved from the pre-modern era (17th to 18th century) to the modern (19th to 20th century, USA) and postmodern period (from the second half of the 20th century to the present). The model promoted by J. Dewey highlights the part played by the teacher, who is necessary to the conception and development of the students’ projects in order to transform their initial interest in a method of action engaged in problem solving. The affirmation of project-based instruction in the axiomatic framework of the curriculum paradigm consolidates its quality as a strategy that integrates in its functioning structure, in an open context: didactic methods (of investigation and of action); didactic procedures (which may be used in computer-supported instruction); forms of organization (formal, nonformal; in microgroups, individual); management styles based on cooperation; assessment techniques through written and practical tasks associated with alternative assessment methods, which are explored as a priority in continuous formative/self-formative assessment.