O currículo integrado nas representações sociais de professores(as) do Ensino Médio Integrado do IFPE – Campus Recife

Abstract

The curriculum integrated in the Integrated High School is an attempt to overcome a fragmented education aiming to develop the integral human formation of the students. In this work, we had, as a general objective, to analyze the social representations of the integrated curriculum of teachers of the Integrated High School of the IFPE - Recife campus. We built three theoretical categories: “Understanding the curriculum based on critical theories”, based on authors such as Moreira and Silva (1997), Sacristán (2000, 2013) and Freire (2001, 2005); “Integrated Curriculum in Integrated High School: from conceptual bases to structuring axes” from authors such as Ciavatta (2014), Frigotto (2005) and Ramos (2008, 2009); and “Social representations: practical knowledge of everyday life”, based on authors such as Moscovici (1978), Jodelet (2001) and Abric (2000). The research is qualitative in nature and was carried out in two stages. In the first stage, we used the Free Word Association Technique and had 50 teachers as participants, 25 from general training and 25 from specific training. In the second, we used a semi-structured interview with ten teachers who participated in the first stage, five from general training and five from specific. For the analysis, we used the Thematic Categorical Content Analysis Technique, according to Bardin (2011). Our results showed that the participating teachers represent the integrated curriculum as a challenge in Integrated High School. The social representations of the teachers also reveal that the curriculum integrated in the Integrated High School is fundamental for a solid, integral formation of the students. These social representations justify and guide teachers' communications and practices. In order to meet the requirements of the professional master's degree, we developed, as an Educational Product, the mini-course "Integrated Curriculum in Integrated High School" for teachers who work in this teaching at IFPE - Recife campus, remotely. The objective was to favor theoretical-practical reflections on the integrated curriculum in Integrated High School that contribute to the development of teaching practices that favor the integral formation of students. The application of the mini-course, which had a workload of 16 hours and had the participation of three professors who work in specific disciplines, contributed to the construction of knowledge about the integrated curriculum and reflections on the practice of professors. In evaluating the application of the mini-course, the course participants showed that the mini-course was relevant and provided a new look at the practice; in addition, they highlighted that the remote format facilitated their participation. This work, in addition to contributing to the production of knowledge on the subject and developing an Educational Product that collaborates with the training and practice of EPT teachers, especially in Integrated Secondary Education, may support educational public policies that strengthen the training of EPT teachers, specifically those who work in Integrated Secondary Education