Contribuições do Pedagogo para o planejamento curricular do Ensino Médio Integrado

Abstract

This research aimed to understand the contributions of the pedagogue to the curricular planning process of the EMI as a constituent element of teaching practice. Basing the theoretical framework, we had authors such as Libâneo (2010), Pinto (2011) and Franco (2016), when we deal with the pedagogue; Araujo and Frigotto (2005), Ciavatta (2005) and Ramos (2017), when we talk about Integrated High School; Sacristan (2000), Silva (2010) and Vasconcellos (2000), when we discuss curriculum planning, and Freire (2006), Melo (2014) and Souza (2006), when we develop the theme of teaching practice. It has a qualitative approach, using as procedures the literature review and document analysis. Data collection occurred from the application of questionnaires and semi-structured interviews with integrated high school teachers and with the pedagogues of the Federal Institute of Education, Science and Technology of Pernambuco - Campus Caruaru, that due to the pandemic context of COVID19, occurred virtually. For the data analysis and interpretation process, we used the content analysis by Bardin (1977). The research data revealed the activities that the pedagogue develops in the institution, as well as the perception that the teachers have about the work of this professional. The findings also denoted that teachers understand as necessary the pedagogue participation in curriculum planning and that he has contributions to make to the development of this process, which has implications for teaching practice. Finally, from the survey data, an educational product was elaborated, the booklet entitled "Curriculum Planning of Integrated High School: the pedagogue's performance in this process", with the objective of socializing Pedagogue's actions and contributions to the Curricular Planning process Integrated High School and its repercussions on the organization of teaching practice. It has as its target audience teachers and pedagogues and presents as structuring elements: the pedagogue role in the institution and its participation in the curricular planning process, the organization of this process, the challenges that may arise and the relationship between curricular planning and teaching practice. The booklet was evaluated by the subjects participating in the research and validated by the examining board.