NEW HIGH SCHOOL RELATED TO TRAINING ITINERARIES

Abstract

This paper addresses the new secondary education model in relation to educational pathways. It seeks to understand the transformations that have occurred in the Brazilian educational curriculum since the implementation of Law No. 13,415/2017 and the guidelines of the National Common Curricular Base (BNCC). The study discusses the pedagogical, social, and political implications of this reform, emphasizing the possibilities and challenges that emerge in the process of personalizing educational trajectories. The main objective of this paper is to analyze how educational pathways influence the teaching and learning process in the context of the New Secondary Education, considering student autonomy and the comprehensive education advocated by the BNCC. The methodology adopted is based on a qualitative literature review, using scientific articles, dissertations, legislation, and official documents published between 2017 and 2025, available in academic databases such as SciELO, CAPES, and Google Scholar. The analysis was conducted through critical reading and interpretation of the selected materials, aiming to identify convergences and divergences between different theoretical perspectives regarding the implementation of training pathways. The conclusion is that the New High School, by incorporating training pathways, represents progress toward curricular diversification, but requires a continuous process of reflection, monitoring, and adaptation of public education policies to effectively achieve its equity and quality objectives.