Curriculum reform amidst uncertainty and future challenges: critical analysis of the 2025 National Guidelines

Abstract

The critical analysis of the 2025 National Guidelines through the semiotic method highlights a dialectical tension between rhetorical innovation and structural conservation. The fundamental paradox is the idealization of the teacher as an ethical-authoritative figure ("Magister") that contrasts with their operational marginalization through hyper-prescriptivity. The comparative analysis with previous directives emphasizes how this reform oscillates between rhetorical innovation and structural conservation, fueling unresolved tensions in the teaching profession, far from any motivation to improve the effectiveness of the educational system