Ensino médio integrado e educação profissional: práticas curriculares no contexto do novo ensino médio

Abstract

This study investigates how the curricular practices developed by teachers in Integrated High School align with the concept of work as an educational principle, especially in the context of the New High School, established by Law No. 13.415/2017. Based on Historical-Critical Pedagogy and historical and dialectical materialism, the research explores an emancipatory and critical education. The main objective was to analyze the curricular practices developed by teachers in general basic education and professional training at a technical school in the state education network of Pernambuco within the context of the New High School. To develop the study, we sought to answer the following question: what integration relationships are established within the curriculum by teachers in general basic education and professional training at a technical school in the state education network of Pernambuco? The theoretical dialogue was supported by bibliographic research based on contributions from Apple (2006), Arroyo (2013), Duarte (2016), Frigotto (2012a; 2012b), Gramsci (2001), Marx (2005; 2007), Malanchen (2020; 2022), Ramos (2007; 2012; 2014; 2016), Sacristán (2017), and Saviani (2007; 2013; 2014; 2021a; 2021b), among other important authors for the research, as well as institutional documents. A qualitative, exploratory, and explanatory approach was used. Information was gathered and analyzed through structured questionnaires and semi-structured interviews. The discussion of the results was based on content analysis from Bardin (2011), considering the exploration and treatment of the obtained information. During the study, among other findings, the absence of a counter-hegemonic conception was identified, highlighting an alignment with dominant ideas regarding the epistemological conceptions involving integrated high school and professional and technological education. The data reveals that, despite the network's proposal to offer high school from the perspective of an integrated curriculum and curricular practices that seek to unite theory and practice, the reality observed at the participating school shows a predominance of individualized and compartmentalized practices by subject. The analysis of the collected data indicates that the impacts of curricular integration and the practical application of work as an educational principle are significant and transformative for students, promoting a deeper and more meaningful learning experience. Based on the results found in the empirical research and its interaction with the theoretical framework of this study, we developed an educational product: a podcast titled "Conceptions of Integrated High School and Its Relation to the Curriculum in the Context of the New High School," an audio resource in a five-episode series format, addressing the themes developed during the research, aimed at fostering reflective actions on curricular practices and student formation processes within the New High School context