A produção textual em linhas de argumentação como prática integradora no Ensino Médio Integrado

Abstract

This research aims to understand the textual production based on lines of argumentation as an integrative curricular practice, through the speech of the student of the Technical Course in Informatics Integrated to High School of Hope Campus of the Federal Institute of Education, Science and Technology of Paraíba - IFPB. Specifically, it intends to: identify, from the legal and institutional documents, the discourse on integral formation underlying the referred Course; analyze the identification process with the integral formation of the student subject of this Course; elaborate an educational product of interdisciplinary didactic sequence that uses textual production in lines of argumentation as an integrative curricular practice, aiming at the integral formation of the students of the Integrated High School. This product was tested by students in the third grade of the IFPB Campus Esperança Integrated Informatics Technical High School (CTIIEM-IFPB-Esperança), which is a research field. The validation of the viability of this educational product was made through the portfolio registration of the students participating in the test. The theoretical-methodological approach adopted is the qualitative approach, based on a participant research, which presents as subjects the students of the third grade of the referred course; as a data collection instrument, document analysis; and as a technique of data analysis, the French Discourse Analysis. The results of the data analysis reveal that the discourse of competency building underlies the institutional documents governing IFPB curricula; and allow to affirm that the textual production based on lines of argumentation, when problematizing and reframing the required competences, can function as an integrative practice aiming at the integral formation in the Integrated High School, considering that it allows a more complete and complex perception of the school context and social, through the integration between subjects and knowledge, as revealed by the discourse of the student subject of CTIIEM-IFPB-Esperança. Teachers of Integrated High School who seek integrative practices through argumentative and interdisciplinary textual production will have in the educational product of this research a pedagogical strategy of significant potential.