CURRÍCULO INTEGRADO E HISTÓRIA INSTITUCIONAL: A FORMAÇÃO TÉCNICA INTEGRADA AO ENSINO MÉDIO EM UM INSTITUTO FEDERAL

Abstract

One of the challenges of basic education is the training that makes sense to students. A Training which is not either exclusively to meet the demands of the labor market or high school which is only to prepare forgraduation courses. It requires a continuous movement on educational theory and practice aiming to develop a curriculum truly integrated that is the object of this study. This research aimed to assess if the curricula of Integrated High School courses (IHS) in a campus from the Federal Institution of Education, Science and Technology (FI) cover the assumptions presented by Ciavatta (2012) that served as a reference for this investigation. Therefore, the research tried to answer the following issue: Do the curricula of Integrated High School courses from that campus cover the perspective of assumptions for the integrated training? The research was through a qualitative approach by means of bibliographic search, official and internal documents analysis from the campus and questionnaires which were applied to teachers, managers and students from those courses. The data collected were categorized and interpreted through content analysis by following the guidelines of Bardin (2011). Besides Ciavatta (2012), the research was also supported by Freire (1996), Frigotto (2012), Gramsci (1982), Manacorda (2007), Moura (2007, 2008), Ramos (2012; 2010), Santomé (1998), Saviani (2007) among others. The research tried to comprehend if the assumptions defined as a base for integrated training are covered in the curricula of IHS courses. The outcomes showed that the training developed on that institution still hasn’t covered the assumptions by Ciavatta (2012) due to a few obstacles, especially the lack of budgetary investments and investments on continuous training for its servants in order to make the proposal of the curricular integration. However, there is a favorable environment for the institution to make its institutional documents and curricula in agreement with that proposal by enabling the transformation of that scenario. As an educational product, there was the development of a book on a digital format which the title is ‘Integrated Training beyond possibilities and challenges. That product intended to be, in an introductory way, an assistance and an invitation to teachers, technical-administrative servants, the community in general to seek a greater understanding on integrated training. Through this research, it is expected to contribute with the Federal Institution’s strengthening and its IHS proposal by contextualizing the importance of the integrated curriculum for the students’ training in the perspective of understanding the science, education, labor, culture and technology axes and also the contribution with studies from the professional and technological education areas.