New High School and formative itineraries

possibilities for multiliteracies?

Abstract

In this article, we discuss the premise that supports the reform of High School, which became popularly known as New High School, that young people will be better prepared for the labor market, once they can choose their training path based on their aptitude, vocation, in professional demands. We reflect the ideas of flexibility, autonomy, commodification that are implied in advertising pieces that promote the New High School as an effective measure for young people in the 21st century. The advertisements and texts analyzed are from organizations linked to large Brazilian business and financial groups, such as Banco Itaú, Sesi, Senac, Sebrae, Fiesp, Grupo Globo, Itaú Social and Bradesco Foundation. Based on the precepts of the Pedagogy of Multiliteracies (NLG, 2021) of diversity of cultural and linguistic practices that occur in the modern world and that are crossed by Didactic Information and Communication Technologies (TDICs), we analyze the possibilities of theoretical-methodological work with multiliteracies, endorsed in the National Common Curriculum Base of High School, from a critical literacy with an authentic approach (KALANTZIS, COPE and PINHEIRO, 2020) that reflects not only the emerging and contemporary practices demanded by the labor market, but above all the exclusion in formative itineraries of a citizen and reflexive formation on politics, economy, education and culture.