摘要：This article develops a scheme of interpretation from the implementation of curriculum programs and teacher training combined with application obligatory evaluation tests, such as ENEM (National High school Exam). In it is criticized the strong asymmetries that constitutes the educational policies for secondary education based on a consensus about their right, but whose exercise exclude their ability to promote integration and social cohesion. The analysis is developed from research conducted under the National Program of High school Teachers' Formation through data collected with professors that participated of the PNEM (National Pact for Strengthening High School, in its Portuguese acronym) in the Espírito Santo state, in the period between 2014-1015.
