Abstract

The article focuses on teachers' narratives, components of professional knowledge, within which a distinction can be made between their school stories, reflecting the experiences teachers hope to have within them, and stories about the school, which carry normative implications stemming from external sources such as educational policy. Consequently, using a narrative methodology, this study analyzes the stories of two teachers from a school affiliated with a Local Education Service in Chile. Based on these narratives, this study examines the discrepancy between how these teachers experience school and their connection to their educational community, and the understandings they identify in the decentralization policy currently being implemented. It also explores how they seek to bridge this gap by implementing a curriculum that is grounded in students' experiences and attuned to the social context in which the school is located. © 2026, Universidade Estadual de Ponta Grossa, Editora. All Rights Reserved.