The present work aims to unveil what is behind the discourse of modernity propagated with the new reform of High School, through law No. 13.415 of February 16, 2017, which modified the Law of Guidelines and Bases of National Education of 1996 and, consequently, the school curriculum. In view of this, in order to understand the dangers brought by the new law to the schooling of high school students, we resorted to the analysis of the French discourse, affiliated with Michel Pêcheux, in which it is possible to consider discourse as human praxis, as it is constituted in historical and social relations, materializing in language. Therefore, in order to understand its meanings, it is necessary to have a process of analysis that considers the relations between language, history and ideology. To achieve this intent, the conditions of discourse production that enabled the constitution of this discourse will be investigated, here the constitution of neoliberalism is considered as an important factor to understand this process. For analysis, the research corpus was constituted from a discursive sequence of the text of the law that discusses the contents, methodologies and forms of evaluation of High School so that at the end of this stage the students begin to demonstrate mastery of the technological and scientific precepts that guide modern production. From this analysis it was possible to understand that other reforms of High School have already been carried out, in similar contexts, and it is interesting to note that there is a return to other discourses. However, we now see a deeper, neo-fascist and authoritarian neoliberalism, which uses the term "modernity" to succumb more and more to the right to life of the working class. For this reason, students in the last stage of basic education are directed to a superficial education that has as its "focus" a false scientific and technological training based on modernity, to disqualify future workers and consolidate the ideology of non-employment.
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