This thesis has as its object of study the counter-reform of secondary education implemented by law 13,415 of 2017. The problem that guided the research was to understand what mediations/approaches that law 13,415 of 2017 has with the changes in the world of work after the productive restructuring of the decade 1970, especially with the neoliberal ideology of entrepreneurship? The thesis defended here is that the 2017 secondary education counter-reform was a demand from capital in crisis to form a workforce adapted to structural unemployment, with the neoliberal ideology of entrepreneurship as its main basis. To do this, we critically depart from the historical-dialectical materialism elaborated by Marx and Engels, which provided us with the theoretical and methodological bases during the course of the research. Bibliographical and documentary research was used as a method in order to identify the main categories of analysis of the object and its movement and dynamics in capitalist society. To understand this public policy in the area of education, we critically start from Marx (2013), Antunes (2009, 2019, 2020, 2021 and 2022), Antunes (2016), Luckas (2013) Talvanes (2017), Kuenzer (2001 and 2017) ; Meszaros (2005, 2011), (Freitas 2017, 2018), Cêa (2021) and Ferreti e Silva, (2017) among other theorists from the critical perspective of education. In addition to the theoretical reference for bibliographical research, we had as a primary source for documentary research the National Common Curricular Base – BNCC of 2019, law 13,415 of 2017, documents such as opinions from the National Education Council and the Curricular Guidelines for Secondary Education. The results point to confirmation of the thesis, considering that since the 1990s, a State reform has been implemented in Brazil in order to meet the demands of the productive restructuring of capital and education is one of the areas that has been most reformed and counter-reformed in order to adapt workers to changes occurring in the world of work.