Ensino médio integrado: representações sociais de professores de Matemática do IFPE – Campus Pesqueira

Abstract

Integrated High School (IHS) is proposed as a means of overcoming the historical duality between general and vocational education in Brazil, grounded in the conception of comprehensive education and in the articulation between work, science, culture, and technology. This study aimed to analyze the social representations of IHS constructed by Mathematics teachers at IFPE - Pesqueira campus. The research is grounded in the Theory of Social Representations, inaugurated by Serge Moscovici, with emphasis on the cultural approach developed by Denise Jodelet, as well as on the theoretical foundations of IHS, particularly Frigotto (2012), Ciavatta (2012), Ramos (2008, 2012), and Saviani (2007). This qualitative study produced data through semi-structured interviews, which were analyzed using Content Analysis. Four teachers participated in the research. The findings indicate that, in the teachers’ social representations, IHS is recognized as the integration between general and vocational education, however, this integration is predominantly associated with preparation for work, understood especially within an immediate and instrumental logic. The teachers’ representations also reveal that the implementation of IHS faces limitations in everyday pedagogical practice, evidenced by the lack of systematic articulation between Matematics and vocational training, the normative centrality of the curriculum, and the persistence of a traditional organization of teaching.