The Professional Dimension in the Life Project: challenges and possibilities of Career Guidance in São Paulo Public High Schools

Abstract

This article analyzes the inclusion of the professional dimension within the Life Project curricular component of São Paulo’s public high schools, based on the intersection of educational policies and pedagogical practices. Using a qualitative approach, the research combined a literature review, document analysis of legislation and slides from the São Paulo Media Center (CMSP), as well as interviews with coordinators from four state schools in Franca, SP. The results indicate that, although the teaching materials cover content related to the job market and career development, their approach is generalist and insufficiently contextualized to the reality of public school students. It was observed that the effectiveness of the professional dimension in the classroom depends on the teacher’s intentionality and school conditions. The study concludes that, although not yet formalized as public policy, career guidance is an essential tool for building more conscious and viable life projects, especially when aligned with policies that promote educational equity and youth empowerment.