Dal curricolo alla pratica : disallineamenti e punti di frattura nella mediazione collegiale

Curriculum design constitutes a crucial juncture for the quality of edu-cational systems and is situated at the center of structural tensions between standardization and contextualization, normative prescription and professio-nal autonomy. Within this framework, misalignments between the intended, planned, enacted, and assessed curriculum cannot be understood merely as technical discrepancies, but rather as indicators of the mediations that shape design processes and of their criticalities, particularly at the collegial level.This contribution presents preliminary findings from a qualitative study conducted on a non-representative sample of 34 primary school teachers, aimed at investigating the "fracture points" between the school-level cur-riculum and individual planning. The analysis highlights recurring misali-gnments related to the formulation of learning objectives, their adequacy with respect to time constraints, contexts, and students' learning levels, as well as their translatability into assessment

practices. The adaptations enacted by teachers are predominantly individual and are rarely renegotia-ted in collegial settings, producing systemic effects such as the coexistence of parallel curricula within schools. The findings outline an initial map of critical points, which may support more conscious, shared, and reflective processes of curriculum alignment. [Publisher's text]