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The study examines the meanings work, science, culture and technology acquire in today’s society and questions, based on the Critical Theory of Society, the proposition of these elements in texts that define the National Curriculum Guidelines for Secondary Education. The question that motivated the analysis concerns the possibility of achieving the intentions set out in the Guidelines, which are those of an education that aims to produce the intellectual and moral autonomy of individuals. The discussion announced was made based on the works of Theodor Adorno, Max Horkheimer and Hebert Marcuse in which reflections on technology, science, culture, and work and the possible interfaces between them and the formative processes are present. The findings indicate the direction that these proposals are not taken in instrumental form, under penalty of becoming empty of meaning and losing, thereby, its potential.

As diretrizes curriculares nacionais para o ensino médio e as proposições sobre trabalho, ciência, tecnologia e cultura: reflexões necessárias