CURRICULAR REFORM OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION: REPRESENTATIONS AND IMPLICATIONS OF CNE/CEB RESOLUTION Nº. 4/2025 FOR INTEGRATED SECONDARY EDUCATION

Abstract

This article critically analyzes Resolution CNE/CEB No. 4/2025, which establishes guidelines for the provision of secondary-level Professional and Technological Education (EPT). in Brazil, in light of historical-critical pedagogy and the principles of integral human formation. A qualitative approach is adopted, based on documentary and bibliographic analysis grounded in the Marxian educational framework. The findings reveal the  ambivalences meanings  in the normative text: although the resolution mobilizes categories such as work as an educational principle, interdisciplinarity, and integral formation, these are operationalized in a m anner subordinate to the logic of competencies and employability. It is concluded that the document expresses tensions between an emancipatory educational project and an instrumental rationality oriented toward market demands, thereby limiting the consolidation of an integrated and polytechnic curriculum. The study contributes to the critical debate on the directions of EPT within the context of recent upper secondary education reforms.