Integração curricular no Ensino Médio Integrado: concepções docentes

Abstract

This research proposes a reflection on teachers’ conceptions regarding the integrated curriculum in the Integrated High School (EMI, in Portuguese). Thus, this study outlines the following research theme: Teachers’ conceptions of curriculum integration and its influence on educational practice in the EMI. The general objective of this work is to understand the teachers' conceptions of curriculum integration in the Integrated Technical High School in Graphic Design at the Olinda campus of IFPE, and to analyze how these conceptions influence educational practice in the human formation process. In this context, the study includes reflections on Educational Work and Integral Formation; the Integrated High School and its relationship with the Integrated Curriculum; the Curriculum and Historical-Critical Pedagogy; and Educational Practice in the Human Formation Process. The main authors who guided the discussions in this study were: Saviani (1989, 1998, 2007, and 2011), Ramos (2005, 2007, 2011, and 2021), Frigotto, Ciavatta, and Ramos (2005 and 2012), Kuenzer (2000, 2010, and 2017), Semeraro (2021), Gramsci (1978, 1989, and 2001), Sacristán (2017), Apple (2006), Silva (2022), Malanchen (2016), and Duarte (2021), among others. Regarding the research methodology, this study adopts a qualitative approach, as recommended by Minayo (2009). In the initial stage, a bibliographic review was carried out. Then, a documentary analysis of the Pedagogical Course Project (PPC) was conducted. Subsequently, data was generated with the research participants through a questionnaire and semi-structured interviews. The analysis of the results revealed three main categories: EMI, Integrated Curriculum, and Educational Practice. A contradiction was identified in the conception of EMI: on one hand, it is a course that effectively integrates general and professional education; on the other hand, it is structured to meet the demands of the labor market. A contradiction was also found in the conception of the Integrated Curriculum: although, in theory, the concept of integration aligns with the literature, in practice, integration is not routinely implemented, being mostly limited to the subject “Projeto Integrado” (Integrated Project). Curriculum integration thus presents practical challenges, such as insufficient workload for general education subjects, an excessive number of subjects in the curriculum, and difficulties related to the temporal organization of a semesterbased terminal curriculum. The contradictions in teachers' conceptions about the EMI and the Integrated Curriculum directly influence the educational practices developed in the course, reflecting a contradiction in human formation: on one hand, educational practices aim at integral human formation; on the other, they are fragmented and largely geared towards meeting the demands of the labor market. In compliance with the requirements of the Professional Master’s Program, an educational booklet was developed as an Educational Product, with the aim of promoting reflections on curriculum integration in the EMI