Ensino Médio Integrado: representações sociais construídas por professores de Física do IFPE – campus Pesqueira

Abstract

Secondary education integrated with professional education seeks to promote an integral education through the integration of the social dimensions of life: work, culture, science and technology. However, the recent reform of High School brought setbacks to this teaching. In this context, our general objective is to analyze the social representations of Integrated High School built by Physics teachers from IFPE - Pesqueira campus. Theoretical references on Integrated High School were constituted by authors such as: Ramos (2008, 2017), Ciavatta (2003, 2005, 2008) and Frigotto (2005). The theoretical framework is the Theory of Social Representations, coined by Serge Moscovici. The research is qualitative in nature. Four Physics teachers from the Integrated High School of the IFPE - Pesqueira campus participated. For the collection of information, carried out remotely due to the new coronavirus pandemic, we used the semi-structured interview. For the analysis, we used the Thematic Categorical Content Analysis Technique. Most teachers built social representations that are close to the concept of Integrated High School. Our results showed that part of the teachers represent, for the purposes of Integrated High School, the integral formation of the student, which involves preparation for the world of work. However, we also perceive representational constructions that distance themselves from the basic principles of this teaching, such as the idea that its function is to prepare for the job market. This study can contribute to the training of teachers who work in Integrated High School, in addition to bringing new reflections on this teaching in the face of the recent reform of High School.