Gestão democrática: participação docente na gestão do currículo do ensino médio integrado

Abstract

This research had as object of study the democratic management and its relationship with curriculum management. The general objective of the research was to analyze the ways in which teachers participate in the decision-making process of activities related to curriculum management in integrated high school. For the development of the study, we raise the following question: how do teachers participate in decision-making processes in questions related to curriculum management in Integrated High School? The theoretical framework was based on Paro (2000, 2010, 2012), Cury (2002, 2008), Sander (2007) and Ferreira (2008), specifically in the discussion on participatory democratic school management, in Araújo and Frigotto (2015), Ramos (2008, 2014) and Saviani (2016), to address the integrated high school curriculum (EMI) in Professional and Technological Education (EPT), and in Veiga (1998), Farias (2009) and Leal (2005), who based their reflections on collective pedagogical planning. The exploratory qualitative approach research was developed at IFPE, Recife campus, with the professors working in the Integrated Technical Course in Electronics. We proceeded with the analysis of institutional documents and application of semi-structured interviews to teachers, in a virtual way, due to the pandemic of Covid-19, and in person, respecting the security protocols. For data organization, treatment and analysis, Bardin's categorical content analysis (2011) was used. The research data revealed that the IFPE is formally committed to a participatory democratic management and to an integrated curriculum to pursue educational objectives, however, within the scope of the integrated technical course in electronics, it was observed that the participation of teachers in general and of teachers of professional technical training happens in different ways. In addition, we identified that there is no space or time of collective work between these professionals to discuss the curriculum and the teaching and learning process systematically. Based on the research data, we elaborated a booklet entitled "Democratic management in the integrated curriculum and collective participation of teachers", which aims to contribute to the construction and consolidation of strategies that help to boost the democratic management of the curriculum in the school environment and, mainly, in EMI courses