The article describes some of the social, economic and pedagogic injunctions that had been demanding a curricular reform in secondary education, in the end of the 90's. It discusses the impact upon the academic community of the documents of the National Council of Education concerning the reform of 1998. It also discusses data from three research studies that both kept track and initially evaluated the interaction between the reform and the schools. It argues that there has been a lack of minimal conditions that would be required to attain the officially proposed reform aims. It concludes problematising the current perspectives towards secondary education reform, bearing in mind it should truly promote a thorough development of most pupils within public schools.
secondary education; curricular reform; secondary education policies