The text analyses the new curriculum proposal for High School, particularly referring to the professional education, focusing the differences between technical formation and technological, in the scopes of official speech and the proposal implantation. There's an approach to question the contradictions in the study of the relation between the proposal and the changes in the productive sector linked to the new demandings of the formation and professional qualification. Based on empirical research data, from the implantation of the reform in technical schools, the text discuss properties of the school practice in the technological teaching, showing the loss of identity from these schools, in the reform context, making it viable the formative process of techno logical education engaged with educational democratization.
