High School: Creating a Moral Project to Manage the Future of Young People

In the present article I focus on discourses that contribute to making the syntagma life project meaningful to regulate the future of young people through moral education. In a theoretical- discursive and deconstructionist approach, based mainly on the notions of sedimentation and translation/supplementation, I argue that the discourse of the life project tries to establish the impossible social harmony, associated with neoliberal rationality articulated with ultraconservative demands. I argue that these records point to an impossible society without antagonisms and suffering in a future to be programmed. I conclude by defending the importance of leaving the future to the future-to-come and questioning the normativity of the high school curriculum proposal through the life project curriculum component.