Abstract
ABSTRACT: Theoretical foregrounding, methodology, and assessment processes are required to prepare school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. A section of qualitative research in this paper evidence the relationship between the prescribed curriculum and teaching activities. Field data were collected by the studied group, and integrated by teachers involved on the curriculum proposal development, based on Historical and Dialectical Materialism, Historical and Cultural Theory, and Historical and Critical Pedagogy. Results show that teachers’ participation in curricula and PPPs development favors discussions on the articulations of such studies coupled with pedagogical practice. Thus, it is essential to investigate teaching activities that may be derived from the curriculum´s basic concepts.
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