Individualizing formative paths as an organizing principle for upper secondary education curricular policies in Brazil

Abstract

This paper aims to examine how individualization of formative paths is positioned as an organizing principle for upper secondary education curricular policies in Brazil across this decade. By working in the Curriculum Studies, it describes and analyzes how young schooling comes to be rescaled into different “individualizing outbreaks”, heightened in the conditions of “economizing the social life” and visibilizing contradictions of a “state crisis”. It analyzes curricular policies in the states of Rio Grande do Sul, Minas Gerais and Rio de Janeiro.

Curricular policies; Upper secondary education; Individualization; Brazil