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EnglishPolitical discourses advocating for school and teachers’ autonomy have been rising concerned with fulfilling the principle of democratic education, based on equal opportunities so everyone can be successful. Regarding teachers, the autonomy is linked with the concept of agency and envisages teachers’ active role in the development of curricular processes. Bearing this in mind, this paper analyses the possibilities and difficulties faced by teachers who try to run across curricular and pedagogical “corridors of freedom”, on a daily basis. To this regard, a research was conducted by collecting and analysing the opinions of teachers from schools in a high position in the Portuguese national ranking. Opinions focused on teachers’ daily curricular practices, particularly their motivation to use them or the aspects that constrain their development. Conclusion was that teachers’ autonomy, although present in political guidelines, is in conflict with external demands and impositions that leave little room for devising curricular practices that would adapt the national curriculum to real-life school contexts. Likewise, one concludes that despite of the existing circumstances and constraints, teachers participating in this study are in search for windows of space and time to go through those rather narrow corridors of freedom. portuguesA concretizacao do principio de uma educacao democratica fundada na igualdade de oportunidades de sucesso para todos tem justificado discursos politicos que, referindo-se a autonomia das escolas e dos professores, reconhecem a importância do seu papel na construcao de praticas curriculares adequadas aos diferentes contextos e caracteristicas dos alunos. No caso dos professores, essa autonomia esta associada ao conceito de agencia e remete a seu papel ativo, em contexto escolar, na definicao e conducao dos processos curriculares. Tendo essa perspectiva por referencia, este artigo analisa possibilidades e dificuldades que se apresentam aos professores que, diariamente, procuram percorrer os corredores de liberdade curricular e pedagogica. Para isso, foi realizado um estudo que recolheu e analisou discursos de professores de escolas bem colocadas no ranking nacional portugues sobre as suas praticas curriculares quotidianas, particularmente no que os motiva para o recurso a praticas de contextualizacao e a factores que influenciam ou impedem o seu desenvolvimento. Conclui-se que a autonomia docente, apesar de presente em orientacoes politicas, concorre com outras imposicoes externas que deixam pouco espaco aos professores para desenvolverem praticas curriculares que adequem o curriculo prescrito a nivel nacional aos contextos escolares reais. Conclui-se igualmente que, apesar das circunstâncias e condicionantes existentes, os professores ouvidos neste estudo procuram espacos e momentos para percorrer os, por vezes estreitos, corredores de liberdade.

Entre os enunciados políticos e os corredores de liberdade nas práticas curriculares dos professores