A disciplina de Ética e Cidadania na formação integral de estudantes do Ensino Médio Integrado de um Instituto Federal

Abstract

This research aims to analyze the role of the Ethics and Citizenship course in the integral education of students enrolled in the Integrated High School (Ensino Médio Integrado – EMI) program at a Federal Institute in Brazil, in light of the principles of Vocational and Technological Education (Educação Profissional e Tecnológica – EPT). It is based on the premise that integral education requires overcoming the dichotomy between technical and humanistic knowledge, and that the mentioned discipline may act as an articulating axis among ethical, political, social, and professional dimensions of education, contributing to the development of critical, participatory, and socially aware individuals. This is a qualitative case study that included semi-structured interviews with six students, one course coordinator, and the teacher responsible for the discipline. Data analysis was conducted using thematic categorical content analysis, based on the methodology proposed by Laurence Bardin (2011). The theoretical framework draws upon authors such as Ciavatta (2014, 2023), Freire (1970, 1992, 1997), Frigotto (2001), Gramsci (1982), Ramos (2014, 2017, 2021), Saviani (2007, 2013) e Souza (2003), along with legal and curricular documents such as the 1988 Federal Constitution, the National Education Guidelines and Framework Law (LDB – Law nº 9.394/1996), Resolution CNE/CEB nº 6/2012 and the CNE/CEB Opinion nº 7/2025. The results show that, despite structural and curricular challenges—such as reduced workload, lack of specific teacher training, and weak curricular guidelines—the Ethics and Citizenship discipline has the potential to significantly contribute to students’ critical and human development. The emerging categories revealed that, when taught through active methodologies, dialogue, and participatory practices, the discipline promotes values such as empathy, justice, respect, and social responsibility, while also enhancing critical thinking and the understanding of rights and duties within both school and society. As part of this research, an Educational Product was developed: a didactic booklet titled “Ética e Cidadania no Ensino Médio Integrado: Pra Que Isso Serve?” (Ethics and Citizenship in Integrated High School: What Is It For?), designed to support teachers and students in building ethical and civic knowledge through a critical and interdisciplinary approach. The conclusion affirms that the Ethics and Citizenship discipline, when conceived within the framework of integral education and education as the practice of freedom, can play a strategic role in the curriculum of EPT. However, its effective consolidation depends on institutional policies that value curricular integration, teacher training, and a commitment to a democratic, public, and socially grounded school.