This paper discusses the curriculum policies for Brazilian high school, from the curricular reform of the fhc government, to the actions of the Lula government and the movement to defend integrated high school. It approaches the current policies considering the virtuous perspectives brought forth by the new National Curricular Guidelines. It assumes that programs to induce "innovative" curriculum proposals oscillate between the concEPTual advance of the relation between work, science and culture, and the reification of activities and active methods It concludes that the difficulties faced by a counter-hegemonic proposal are not only due to its concEPTs, but also to the capacity of the ruling class to maintain its principles in force in the society's common sense.
High school; Integrated high school; Curriculum of high school; Integrated curriculum