ABSTRACT:
The aim of the article is to analyze high school teaching reform, as regulated by Law 13.415/2017, in the flexible learning regime. This reform is intended to make high school teaching more flexible by allowing students the possibility to make choices on the path to graduation in an academic or technical and professional field through the trajectory of their life project since the national basis is ensured. After a brief outline of the main points of the reform and the criticisms it has undergone, the text analyzes it from two viewpoints: ontological and epistemological. From an ontological viewpoint, it shows that the reform of high school teaching is a response to the alignment of training with the flexible learning regime. An analysis of the material basis that gave birth to the reform, form an epistemological viewpoint, the text compares the concepts of knowledge and learning in modernity and post-modernity, addressing the concepts of student and teacher as protagonists.
Keywords:
High-school teaching reform; Law 13.415/2017; Flexibilization of high-school teaching; Flexible learning