A CRITICAL ANALYSIS OF HIGH SCHOOL REFORM IN LIGHT OF GASTON BACHELARD'S EPISTEMOLOGY

The High School Restructuring, sanctioned by Law No. 13,415/2017, brought structural changes to Brazilian education, such as curricular flexibility and an emphasis on technical and professional training. This study, grounded in Gaston Bachelard's epistemology, investigates the impact of these changes on students' scientific education, considering how epistemological obstacles may be heightened by an educational approach focused on utilitarianism. Using the phenomenological method, with bibliographic and documentary research from international sources in Portuguese, English, and French, the study analyzes how curriculum fragmentation, without adequate integration with fundamental sciences, compromises the development of critical education. The results indicate that prioritizing technical training, disconnected from a solid scientific foundation, reinforces cognitive barriers that hinder the advancement of students' scientific spirit. Based on comparisons with educational experiences in European countries, the study suggests a greater articulation between technical and scientific education, aiming to promote an education that equips students with both practical skills and a critical understanding of social and natural phenomena.