O INSTITUTO FEDERAL GOIANO - CAMPUS CERES, A OFERTA DO ENSINO MÉDIO INTEGRADO E INTERFACES COM ÁREA DA LÍNGUA PORTUGUESA

Abstract

The present study focuses on the educational practices of the Goiano Federal Institute from the perspective of the interplay between the Portuguese Language discipline and the vocational subjects, and its connection to the integrated curriculum. This research is part of the Research Line: Organization and Memories of Pedagogical Spaces in Professional and Technological Education of the Professional Master's Program in Professional and Technological Education offered in the National Network (ProfEPT). The overall objective was to analyse how and to what extent curricular integration occurs in educational practices within the Portuguese Language discipline and the vocational components. The participants in the research were the teachers of the technical subjects, the teacher of the Portuguese Language discipline, and the students regularly enrolled in the 3rd year of the Technical Course in Environmental Management integrated with high school at the Goiano Federal Institute in the campus of Ceres in the year 2022. The research addressed the network of Professional and Technological Education (PTE) concerning its founding law and the Federal Institutes, the philosophy of the current educational model in the federal education network, literacy practices, integrated curriculum in professional education, omnilateral and polytechnic formation, and the impacts of the social division of labour in contemporary society. The methodological approach was qualitative, employing a case study design, literature review, documentary research, and content analysis. After data collection and analysis of the results, an educational product was developed, namely a didactic guide for pedagogical support aimed at the participating teachers and teachers in general, covering the topics discussed herein, in order to broaden the debates on the subject and demonstrate that this articulation is feasible for integration in PTE courses from a counter-hegemonic perspective and in the construction of emancipatory education mediated by integrative and interdisciplinary actions. The results of the research showed that curricular integration is still not a reality in PTE, as the regulatory documents of education do not yet point to this need, and educational professionals have not been prepared to work under these conditions. However, this is a process that is gradually being implemented. The research results showed that curricular integration is not yet a reality in EPT, since the teaching regulatory documents still do not indicate this need and educational professionals have not been prepared to act in these conditions, however this is a process under construction. It is important to point out that the impressions revealed and apprehended during the interviews denote that teachers are making great efforts to improve their didactic-pedagogical performance, and, despite the limitations related to training, seek to overcome the gaps concerning the integrated curriculum, basing teaching and literacy practices to knowledge in its entirety, as they believe in this educational modality as a form of human emancipation. We confirm the hypothesis that it is possible to develop an interdisciplinary work from the perspective of the integrated curriculum, using flexible educational practices, dialogic relationship and team planning among teachers, as they already have a vision of totality and its relevance for teaching. However, these professionals need to take ownership of these concepts and the effective ways of mobilizing and guaranteeing this integration.