The purpose of this paper is to problematize the relationship between the School curriculum theory and practice and the specific educational research that has been developed in it. In recent years the number of Masters and other post-graduate Courses has increased in Portugal and has justified the growth of research studies. On the other hand, since 1996 the political agenda has been defined by Projects that intend to promote participatory reflection about what to teach in elementary and in secondary schools (Reflex›es participadas sobre o curriculo do Ensino Basico, Projecto de Gestao Flexivel do Curriculo, Reorganizao Curricular da Educacao Basica, Revisao Curricular do Ensino Secundario). We intend to problematize the ways the curriculum practices have been seen as research subjects. We will focus our work on a School that has frequently been a research subject. Our purpose is to problematize the relationship between research findings and the School attitude when it faces those findings.