Maturana Patarroyo, Liliana MaríaMoscoso Giraldo, Luna2024-05-022024-05-022023http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2614Lesson plans in educational institutions are created according to the curriculum of each one of them, but this articulation between planning and curriculum is not always evident; In this study, the teacher-researcher used curricular appropriation to try to bridge the gap between them. This research aims to describe the actions taken by a pre-service teacher-researcher to appropriate the curriculum. Framed in the principles of the socio-critic paradigm and the teaching action-research methodology, this qualitative research used document analysis to collect information on the curricular elements of a private bilingual school in Medellín. It was also essential for the process to collect information from the teacher-researcher through strategies such as inquiring, reflexivity, and reflection. To carry out the process, 3 stages of curricular appropriation were created: (a) Facing the tree, (b) Resignifying the tree and (c) Harvesting; these, additionally, were used to analyze the data. After developing each of the stages by the teacher-researcher, the curricular appropriation process ended up with 8 concepts that were understood as those pillars in which a lesson plan of that context should be framed. The results indicate that, to a large extent, curricular appropriation entails transforming actions, which are what lead the teacher to understand curricular appropriation through praxis.25 p.enghttp://purl.org/coar/access_right/c_16echttp://purl.org/coar/resource_type/c_7a1fhttps://creativecommons.org/licenses/by-nc/4.0/a