ENSINO PROPEDÊUTICO E PROFISSIONAL NO ENSINO MÉDIO DO IFTM: ENTRE O PRESCRITO E O VIVIDO

Abstract

The object of study of this research is the curriculum integration between what is prescribed and what is experienced in context of the Professional and Technological Education at High School of IFTM Ituiutaba Campus. In an attempt to transpose the classical school duality (general education and professional education), considering a broad formation, based on the Gramscian ideals of a unitary education for all, I aimed to understand how the curriculum integration between the general and/or specific subjects takes place in the Technical Course in Agroindustry Integrated to High School at the IFTM Ituiutaba Campus. The research was based, for the most part, on the concepts of curriculum, interdisciplinarity and curriculum integration, in the context of integrated high school, and was characterized as exploratory, with field research and qualitative analysis of the results. For the construction of data, I resorted to bibliographic and documentary research, in addition to conducting semi-structured thematic interviews and focus group. Based on the analyses, the course seems to move towards an omnilateral formation, from the point of view of what is prescribed in the documents. However, in relation to the methodological proposals and general guidelines for teachers regarding the implementation of the integrated curriculum, the documents need to be further developed. The interviewed teachers signaled the presence of integrative actions on the campus, motivated by their particular exercise, but without a systematized articulation in institutional and conceptual terms. Considering the demands found in the research, I developed, as an educational product, a symposium, called ‘I Symposium on Integrated Curriculum of IFTM Ituiutaba Campus’, which was carried out online, having as main target audience the servers of the Ituiutaba Campus. I understand that the symposium contributed to the school community, raising discussions and formation on the topic, as an initial character of investigation and work, serving as a starting point for other demands, other events and studies on curriculum integration.