Un curricolo per la scuola dell’obbligo a partire dal pensiero degli insegnanti

The paper presents the exploratory phase of a research-training path to investigate the teachers’ thinking on the Curriculum: what are the meaning and the role of this artifact? The theoretical perspective concerns the field of Curriculum Studies; according to this theory, the curriculum is a pedagogical action plan, which goes beyond a technical vision of knowledge codification; Furthermore, it fits into the perspective of Teachers’ thinking and of knowledge in practices. From a methodological point of view, the reflective writings of teachers have been collected and analyzed, to bring out the implicit aspects of the culture of community. Five dichotomous pairs, concerning both the lexical plane and the conceptual plane, have been identified: rigid-flexible; shared-not shared; vertical-horizontal; analytical-synthetic; abstract-concrete. The reflection of the teachers develops from these adjectives, between evidence found in practice and instances of transformation.