Ensino médio integrado à educação profissional e tecnológica: a relação entre o currículo integrado e a prática pedagógica docente

Abstract

This research studied the curriculum concerning the development of a pedagogical practice based on a conception of omnilateral education that leads to human emancipation. Therefore, we intended to answer the following guiding question: in what way is the conception of Secondary Education integrated to Professional and Technological Education present in the curriculum and in the pedagogical practice of professors from the Technical Vocational Course in Secondary Education integrated to Agriculture at IFAL? In the course of the research, there was an effort to show the importance of organizing an Integrated Secondary Education project that is elaborated collectively and contemplates the effectiveness of an integrated curriculum. Thus, the general objective was to analyze the curricular practices of the Integrated Technical Vocational Course in Secondary Education integrated to Agriculture at the Federal Institute of Education, Science and Technology of Alagoas - Campus Santana do Ipanema, in order to find subsidies that contribute to the strengthening of pedagogical practices oriented to the integrated secondary education. The specific objectives were the following: to discuss the concept of professional education, integrated secondary education, curriculum and integrated curriculum, considering the foundations of historical-critical pedagogy and articulating work, science, culture and technology in favor of human development; to analyze how teachers organize the pedagogical practice in integrated secondary education, considering the specific knowledge of their school subjects and its integration with the knowledge of the vocational education; and to elaborate a pedagogical proposal composed of principles and strategies for curricular integration, based on the practices already experienced by the teachers and the theoretical framework, aiming at strengthening the pedagogical practice of the teachers who work in integrated secondary education. The methodological theory was based on the dialectical method, because we studied reality in its totality, taking into account history, politics, economy and other contexts. The approach was qualitative because of the need to have direct contact with the object of study in order to get to know its singularities. The procedures to collect information were based on the principles of bibliographic and documentary research, as well as semi-structured interviews and focus group. The data analysis was based on the thematic content analysis. In this research, we used the following sources: books, articles and theses that discuss the topics of professional and technological education, integrated secondary education, curriculum, integrated curriculum, pedagogical conceptions and historical-critical pedagogy. The main authors chosen to mediate this discussion were: Moura (2007), Ramos (2012, 2014 and 2017), Ciavatta (2014), D. Saviani (2011), N. Saviani (1998), Duarte Neto (2013), Sacristán (1998 and 2010), Silva (2014), among others. At the end of the research, we developed an educational product, which was entitled Pedagogical practices oriented to secondary education integrated to professional education: a methodological proposal to strengthen integrative practices. Finally, it is valid to affirm that the pedagogical practice in the Integrated Secondary Education we believe in, based on an omnilateral formation, is still on the horizon. In order to achieve that practice, we must keep working on the purpose of developing an integrated secondary education that contribute to overcoming the duality between general education and vocational education, based on a conception of education that articulates work, science, culture and technology in order to achieve human emancipation.