LAUSR

In this article we delve into tensions lived by teachers when there is no coincidence between intentions and desires of curricular plan and lived experience. By means of a narrative inquiry we go deep on a high school teacher´s experience and we pause in a short time period in which he lived a disagreement with the educational inspection and the official curriculum. Later, through an exegetical analysis, we relate the teacher´s story with the scientific literature, in order to open new questions and thoughts that help to live tensions in a fruitful way. The analysis points out to three dimensions where tensions are lived: needs, language and time. Finally, the study of these tensions shows that their origin is located in an epistemological framework. It means, they are the result of a friction between different educational knowledge perspectives, which turn out to be different ways of dealing with planning and teacher work.