RESTRUTURAÇÃO CURRICULAR DO PLANO PEDAGÓGICO DO CURSO TÉCNICO INTEGRADO AO ENSINO MÉDIO DO INSTITUTO FEDERAL GOIANO CAMPUS CRISTALINA

Abstract

The Ministry of Education, based on decree number 5,154 of the MEC, proposed the curricular reformulation of the technician integrated into secondary education in order to integrate the disciplines of the common axis to technical education. Technical training allows new professionals to be quickly placed in the world of work. In this way, the objective of this research was to review the concepts of interdisciplinarity and integrated curriculum in order to evaluate the impact of the restructuring of the pedagogical plan of the Integrated Agricultural Technician course, observing how the integration of the discipline of horticulture with the subjects of the common axis can affect students' theoretical and practical learning process. The reformulation of the Pedagogical Projects of the technical courses integrated to the secondary education of the IF Goiano – Campus Cristalina involved all the teachers of the common axis and the technician with actions developed in the years 2022 and 2023. The reformulation was structured in the development of three weeks of integration, each containing more than 60 integrative moments involving lectures, courses and workshops. As a data collection instrument, a questionnaire was applied, in which professors, students and also rural entrepreneurs were heard. At the Teaching level, meetings were held with the teaching staff of the course to define the integration workload to be launched. In 2023, integrative projects were also developed, which were accounted for as disciplines and were added to the PPC. For the discipline of horticulture, the integration during the weeks was carried out together with the area of soil and chemistry. The evaluation of satisfaction with the integration weeks was positive because it involved practical activities and encouraged students to get involved in extension and research projects. In the second year of carrying out the integrating project, the actions go beyond the realization of the week, with the creation of integrating disciplines involving teachers from the common and technical axis of the course and also through greater autonomy of students in the integrating weeks that were maintained. Thus, the weeks of integration linked to the disciplines favored the exchange of experiences among students, adding new knowledge and increasing learning and teamwork provided by the technical course.