Prática curricular docente no PROEJA/FIC: contribuições da Pedagogia Histórico-Crítica para a formação omnilateral

Abstract

This research is part of the debate about the curricular practices developed in the context of the Initial and Continuing Education courses offered by the National Program for the Integration of Professional Education and Basic Education in the modality of Youth and Adult Education (PROEJA). It aimed to analyze the conception of integration that guides the teaching curricular practice and its relation with omnilateral formation, based on the principles of Critical Historical Pedagogy (CHP). To elaborate the theoretical foundations, we list the following aspects: we punctuate some historical landmarks of Youth and Adult Education until its integration with Technological Professional Education at the Secondary level through PROEJA, highlighting its constant struggle to consolidate itself as a State Public Policy committed to the integral human formation of the working class. Then, we bring a reflection on curriculum from the studies of Sacristán (2013) and Santomé (1998), seeking to demarcate the specificity of the school based on Saviani (2013) and Young (2007). We search for some of Gramsci's unitary school (1982) and address the philosophical sense of integrated teaching proposed by Ramos (2008, 2014). We situate the PHC in the context of educational theories, stating its principles and relating them to the theoretical matrices of PROEJA. For this, we rely on Saviani (1999, 2007, 2013, 2015) and other theorists aligned to this theory. We elected as research field a campus of the Federal Institute of Education, Science and Technology of Pernambuco (IFPE) and a High School of Reference (EREM) of the state network of Pernambuco, which operate in partnership in offering FIC courses through PROEJA. This is a qualitative research, whose procedures adopted for the construction of data were the bibliographic survey, the application of a mixed questionnaire and semi-structured interviews with teachers working in these courses. The data produced from the interviews were organized and treated based on the thematic content analysis technique proposed by Bardin (2016), analyzed in dialogue with scholars from the historicalcritical field. The findings revealed that most of the teachers were unaware that PROEJA articulates Professional Education and Basic Education, being the integration conceived as an element of school inclusion in the welfarist perspective. They also denoted a tendency to consider the knowledge coming from the student's daily life as the basis for defining the curriculum, placing obstacles to an omnilateral formation. However, some speeches were close to a practice guided by the omnilateral perspective, when considering the appropriation of school contents as determinants for the development of the students' autonomy. In order to contemplate a specificity of the Professional Master's Program in Vocational and Technological Education (ProfEPT), based on the research data, we elaborated a booklet as an educational product, in order to contribute to a reflection about the concept of integration and allow a first theoretical approach to CHP. The booklet was socialized and evaluated by the research participants, the course coordinator, and teachers with experience in youth and adult education as an instrument that contributes to the orientation of a teaching curriculum practice whose perspective is omnilateral training