Aiming to identify the importance given by teachers to the national curriculum and its contextualisation, this paper presents a study focused on teachers' most-used curricular practices. The analysis of teachers' answers, obtained through a survey questionnaire, revealed a hybridity between curricular practices in line with more traditional perspectives and others based on didactical teacher-student-knowledge interactions. Nevertheless, teachers from higher levels of education -- secondary education -- tend to favour more traditional practices that do not demand curriculum contextualisation than those who teach the first school years -- basic education. The comparison of these results with others from a previous study conducted by the authors allowed to conclude that teachers are motivated to contextualise the national curriculum in order to promote students' academic success and full development. However, they deal with constraints, mainly related to the existence of national exams, and to the length of curricular programmes.