Concepções de Currículo Integrado nas práticas curriculares do PROEJA

Abstract

This research aims to understand the concepts of integrated curriculum in curricular practices of the Technical Course in Refrigeration and Air Conditioning in the Integrated PROEJA modality, from the Federal Institute of Education, Science and Technology of Pernambuco (IFPE) - Campus Recife. Specifically, it is intended to analyze the concepts of curriculum integrated in normative and institutional documents; to identify the concepts of integrated curriculum in the discourse of teachers; to analyze the perception of managers about the materialization of the principles of the integrated curriculum in the curricular practices; and to elaborate an educational product composed by a Pedagogical Notebook that approaches the principles and conceptions of the integrated curriculum and develops propositions of integrating curricular practices. The methodology used in the research has a qualitative approach, with this realization of documentary research and field research. Initially, exploratory research was carried out through the analysis of normative and institutional documents. Then, a mixed questionnaire was be applied with the 21 teachers who teach in the Course and a semi-structured interview that will be applied with the course coordinator and the pedagogue accompanying the course. To analyze the data collected in the institutional and normative documents and in the open questions of the mixed questionnaire and of the interview, thematic content analysis was be used, as well as the descriptive statistical analysis for the closed questions. Based on the results of documentary and field research, we applied the Pedagogical Notebook and the Educational Product Applicability Assessment Questionnaire with research participants, with a view to contributing to the materialization of the curriculum integrated into the PROEJA. The results of the documentary research indicated that the documents, for the most part, bring the concepts of integrated curriculum that defend the integral human formation in a historical and sociocultural perspective. However, the results of the field research indicated that the teachers' discourse emphasizes instrumental training for the job market, and that the pedagogical practices have not promoted the materialization of the principles of the integrated curriculum, because the principles are theoretically recommended, but are not consolidated in the curricular practices. The participants' speech allowed us to conclude that the curricular practices developed in the Course distance themselves from the proposal of integral human formation, since they are based on the juxtaposition of the curricular components of general formation and technical formation, with no curricular integration yet