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The text examines the curriculum reform for high school through the analysis of the National Curriculum Guidelines for Secondary Education and of the High School National Examination. The theoretical reference that guided the analysis is the Critical Theory of Society, especially the studies of Adorno and Horkheimer that deal with the ideology of technological rationality and education. It appears that the emphasis on development of basic skills, linked to the world of work and social practice, is an element that accepts part of the criticism directed by specialists on the ability of the Brazilian educational system in developing citizens capable of operating in a globalized world. However, this innovative element has not been able to form autonomous, critical and creative individuals, because of the concrete way the educational system operates in contemporary society. Furthermore, it was found that the main role of the National Examination is to induce the reforms, which puts in check the curricular autonomy of educational systems, considering that the exam has been progressively and significantly expanding its role in selecting the young to higher education, allowing the state intervention and control on this stage of schooling.

Modelação Curricular do Ensino Médio: análise de prescrições legais e do papel da avaliação dos sistemas de ensino