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This article aims to understand the meanings attributed by teachers to the curricular references, which guide the teaching and learning practices in the school daily life. In the context of the study of the relation to knowledge, developed by Charlot (2000) and his research team. As a methodological procedure, a field research was carried out using a questionnaire as a research instrument, which was applied to five teachers from a municipal public school in Caxias do Sul. In this sense, and because it is part of a research in development in the Course PhD, the partial results show that teachers validate the existence of a curricular referential, but do not associate it with the planning of a class.

RELAÇÃO COM O SABER: O OLHAR DO DOCENTE RELATION TO KNOWLEDGE: THE LOOK OF TEACHER RELACIÓN CON EL SABER: LA MIRADA DEL PROFESOR