Abstract
The aim of the paper is to enter the discourse of the construction of the Matura exam, both in terms of content, formal, but also semiotic. In this context, it is necessary to consider the school-leaving examination as a feature that will allow us to enter its semantic field, which is shaped at the level of secondary education by framework educational programs, but also by school legislation.
All these aspects need to be transformed into cultural structures containing, but also operating, the verification of key competencies acquired at the level of secondary education. Selected methodology (QUAL-quan research).
The dissertation is in the initial phase, but its design is a reflection on the diploma thesis entitled Graduation from Art Education.