This paper is the result of a survey carried out in a public school in a city in the state of São Paulo/Brazil. We aimed at analyzing the Life Project module, a component of the curriculum of high schools that have the PEI- Full Time Education Program. We found the central focus of the analysis in the established principles, syllabuses and the students’ feelings regarding such contents and the proposition of a life project. We defined as a central focus of the analysis the established principles, syllabuses and the students’ feelings regarding such contents and the proposition of a life project. This longitudinal research has accompanied a group of ten students from their first to their third year of high school, at a school selected for this research. We used a discussion group as a research methodology and data analysis we based on Critical Discourse Analysis. As a conclusion, we considered that the excessive focus on issues such as socio-emotional skills, social initiative, self-confidence, responsibility, empathy, determination, assertiveness, stress tolerance, confidence and creative imagination, places too much responsibility on students and little reflection about the institutions responsible for this matter. Aspects such as public policies to support students choose a future profession (offer cultural and social experiences in order to help students expand their cultural and social capital; economic support to guarantee that students keep on studying) constitute a real contribution for students to be able to build their life project, alongside an identity and biographical construction.