O ELO ENTRE O ENSINO MÉDIO INTEGRADO E SEUS COMPONENTES CURRICULARES: UM ESTUDO DE CASO SOBRE PRÁTICAS PEDAGÓGICAS INTEGRADORAS

Abstract

The Integrating Pedagogical Practices (IPPs) guide the teaching and learning methods through contextualized, questioning, interdisciplinary actions, integrating theory and practice for the assimilation of knowledge in its entirety, or combining and relating them with concrete reality. The premise is that IPPs on curricular components, anchored by the Integrated High School (HIS) integrated curriculum in Technical Professional Education (TPE) need to be strengthened in the teacher‘s planning and execution in order to be consolidated within the pedagogical project in the perspective of the student‘s integral formation. Therefore, the general goal of this research is to assess the contributions of integrating pedagogical practices in the curricular components of IHS to TPE in the Computer Technician course at Jandira Ponciano dos Passos State School, in Jussara-GO, under the guise of integral formation. Having theoretical the conceptual and theoretical basis of TPE, IHS, Historical-Critical Pedagogy and IPPs. The methodological path employed in the research is focused in a case study qualitative approach. For the data collection, bibliographic research and field research through applied questionnaires were used and, finally, an educational product was elaborated. To conduct the research, ten teachers, three members of management and ten students from were selected. The participating teachers teach in the general and specific fields of the second grade of High School Integrated to Technical Professional Education – Computer Science. The selected students are enrolled in that same course. For the data analysis, a triangulation of data was used. The results show, among other perspectives, that teachers possess a good understanding of the use of IPPs in IHS curricular components and conceptualize them as practices that enable their work in an integral and integrated way. Ir is therefore concluded that, although they have a good deal of knowledge about the guiding principles of the IPPs and IHS, the teachers face difficulties in putting into practice the integrating practices that enable the integration of curricular components. Thus, the research points to the need for the teacher‘s training, observing that these practices will significantly help to strenghthen the pedagogical work integrated to the school‘s social, pedagogical and political project. Therefore, the work with IPPs in the curricular components becomes essential to put into effect the IHS in a conception of integral and polytechnic formation of the students. As the educational product from the research, a Pedagogical Guide was elaborated with the purpose to support teachers in their training and implementation of IPPs in IHS courses.