ABSTRACT
The article results from a post-doctoral investigation in Education developed over 2021 whose objective was to understand the process of recontextualization of the current reform of high school (Law no. 13.415/2017) in the experience of pilot schools located in the state public education network of Rio Grande do Sul. The analytical perspective of recontextualization developed by Bernstein (1996) was used to examine the data from the empirical research that integrated 91 participating subjects distributed in 50 schools in 41 cities of the state. In general, the official propositions of the high school reform suffered selection, partial incorporation, decontextualization, and attribution of additional meaning in the field of practice.
Keywords
High school reform; Law 13.415/2017; Recontextualization