The aim of this paper is to analyze the role that teachers assigned to curricular requirements,
establishing the relationship between these documents and everyday practice. From the
interpretation of interviews with a group of teachers, is to study the ways in which teachers
used, discarded and/or reworked curriculum requirements, based on assume that they have
an active role in the redefinition of such documents. The research results indicate that the
new meanings and adaptations that teachers do in the written standard change according to
different courtly and contextual realities
