This article analyses the planning and action of a curriculum practice in service learning. The aim of the study is to describe the development of the ApS project as a curriculum practice linked to the territory and to analyse the strategies for negotiating the curriculum and for the participation of students in this educational practice. This is a case study with ethnographic approach, using qualitative tools such as participating observation, interviews and focus groups, audio-visual records, desk analysis and field log of the research team. The results report on the process of negotiating and developing ApS curriculum practice between all sectors of the education community, using cooperative dynamics and participatory social diagnosis such as social mapping, cooperative learning and classroom assemblies. In addition, the main participatory strategies developed by students include those that facilitate the articulation of their own voice in a collaborative way, such as theatre or mock-ups, and those aimed at mobilising knowledge such as the use of social media. The discussion shows the importance of this experience of democratic participation and negotiation of the curriculum due to the few initiatives that exist in this regard and the fact that it is reconciled with the interests of the region.