History Teaching and Curriculum Parameters: from proposal to realisation

History teaching has been the subject of various research studies and the central theme of studies aimed at analysing and re-signifying its practice. This research is part of this context and aims to investigate the appropriations that history teachers have made and are making of the National Curriculum Parameters as well as their use in the development of school historical knowledge. Throughout the process I sought to identify the scams and tactics that teachers use to develop their practices which are realised within a context marked by power relations that are not always identifiable by the subjects involved. To do this I have drawn on the field of Cultural History as well as the studies of Roger Chartier and Michel de Certeau. Through the interweaving of theoretical studies and field research in schools that represented the most varied contexts I was able to conclude that the teachers re-signified the proposal of the document in question appropriating in order to put this proposal into practice in their daily work only what suited them according to their context their training and their work structure enforcing their attributions of meaning in daily school life.