The aim of this paper is to analyze the role that teachers assigned to curricular requirements, establishing the relation between these documents and everyday practice. From the interpretation of interviews with a group of teachers, the study looked at the ways in which teachers used, discarded and/or reworked curriculum requirements, based on the assumption that they have an active role in the redefinition of such documents. The research results indicate that the new meanings and adaptations that teachers make to the written standard change according to different classroom and contextual realities.
teaching history; curriculum design; teachers; school practices; school culture