In liquid times when the social institutions have difficulties in adapting themselves to changes at the same time they happen (Bauman, 2007), one of the visible effects of the various processes of globalization has been the conduct of society in a more individualized way, which has a dual effect on education. On the one hand, the need to listen their actors and understand through this listening, how to build educational processes. On the other hand, to identify the social consequences that this individualization has on knowledge worked on school works and how does school react to these changes.

We assume curriculum knowledge as a social process, produced by multiple actors in different fields or levels, as well as curriculum construction, which has been taken as prescription, as the reproduction of inequality and social exclusion because it is based on existing models of power and symbolic and cultural capital.

In this work knowledge is understood in two ways: on the one hand, the selected knowledge to be worked on education and training of students and, on the other hand, the professional knowledge of teachers. In this sense, it is relevant to the study of curriculum knowledge reconstruction and the experience of teachers in the schools context.

In this context, we understand the life histories of teachers as a key tool for understanding educational change, as we look at their life histories as a refraction of curriculum history, as well as social, political and economic changes (Goodson, 2010).

Based on policy cycle approach and assuming a socio-­historical methodological approach, we aim at describing and analysing both the effects of change forces in teachers’ life and work, whether the effects of teachers’ life histories in curriculum construction of knowledge and the relationship established between them.

It seems to us that this is a very relevant research not only to understand and know the process of knowledge construction curriculum in Portugal in the last four decades, as well as to understand the process of construction of teachers' professional knowledge. On the other hand, the methodological triangulation between a socio-­‐historical approach, methodological cosmopolitanism and the life histories of teachers may also be considered a challenging and innovative contribution in the deconstruction of educational change in Portugal.

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