THE RELATIONSHIP AMONG THEORETICAL CONCEPTS, CURRICULUM, AND TEACHING ORGANIZATION

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.摘要：理论奠基、研究方法与评估流程是研制学校课程与教育政策项目（Pedagogical Policy Projects，PPPs）的必要支撑要素，但此类要素往往未以清晰连贯的形态得到明确认知。由此导致相关文件无法有效指引教育教学议题的落地推进。 本文通过一项定性研究证实了规定课程与教学活动之间的内在关联。研究团队采集实地调研数据，并由参与课程方案研制的教师基于历史唯物主义与辩证唯物主义、历史文化理论以及历史批判教育学完成数据整合。 研究结果显示，教师参与课程及教育政策项目的研制工作，有助于推动相关研究与教育教学实践的衔接研讨。因此，探究基于课程核心概念衍生的教学活动具有重要意义。