| Sumario: | This text seeks to reflect on the central role teachers should play in processesleading to curriculum reform. Bearing in mind that the implementation ofproposals focussing on the classroom context is directly dependent on therole played by the teacher, we would like to stress the need for this player to take on a leading role from the start of any such project. To this end, thetext puts forward two major arguments: the first one discusses the placehistorically occupied by teachers in school reforms, taking as a startingpoint Lawrence Stenhouse’s views on teachers’ professional developmentbased on research Carried out in the context of curriculum development. Thesecond argument put forward the point that teaching practice transcends thetechnical dimension, often going beyond limits set by external curricularprescriptions. This point is supported by arguments developed by a numberof authors such as Gauthier and Mellouki, Giroux, Vorraber Costa e Moreirawhose vision of the teachers’ role is that of mediators between differentplayers and pressures affecting classroom practice.
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