The formative pathways of high school: experiences and narratives of administrators and educators from two public state schools in São Paulo

The article aims to comprehend the implementation process of the formative pathways proposed by Law No. 13,415/2017 in two public schools in the State of São Paulo, based on the accounts of administrators and educators. This research is anchored in historical-dialectical materialism. The main theoretical framework is based on the studies of contemporary authors, notably in the concept of the business reform of education. The data collection technique involved semi-structured interviews. The investigation revealed that initially, the High School Reform was well-received by the interviewees, but soon administrators and educators expressed concerns about understanding the changes brought about by the law. Additionally, participants assert that the curricular flexibility of formative pathways leads to the fragmentation of students’ education. Finally, there was a clear relativization of the effects of the pathways on students’ education and the proclaimed freedom of choice regarding what to study. https://doi.org/10.21723/riaee.v21i00.1924002