Relationships and tensions between the curricular program and the lived curriculum. A narrative research

This research focused on the relationships that teachers and students establish with curricular programs, tensions they experience, effects this has shaping classroom experience. The study employed a narrative approach using observation conversational interviews, fieldwork conducted over two school years teachers. It was found (1) teaching profession juggles between worlds (the program lived curriculum), (2) inherent educational practice were generated, (3) methods needed to be identified harness these fruitfully avoid conflict.