CURRÍCULO INTEGRADO E FORMAÇÃO POLITÉCNICA: CONCEPÇÕES E PERCEPÇÕES À LUZ DA ESCOLA DE ENSINO TÉCNICO DO ESTADO DO PARÁ – EETEPA ITAITUBA

Abstract

This research aimed to understand the educational duality that characterizes education and work, and takes a look at the integrated curriculum in the social and dialectical context, based on the literature of Professional and Technological Education (EPT - acronym in portuguese), and its conceptions in the field of dialogue between propaedeutic disciplines and technical disciplines in the context of polytechnic training, at the Technical Education School of the State of Pará (EETEPA), in Itaituba city. It is part of the line of inquiry Organization and Memories of Pedagogical Spaces in EFA, of the Professional Master art Degree Program in Professional and Technological Education (ProfEPT), offered in a national network. Its general aim is to describe how curricular integration between propaedeutic and technical subjects takes place, or to what extent, in the context of polytechnic education in Integrated High School (EMI) classes of technical courses in Agribusiness, Agriculture and IT in the state's professional education network. To this end, the research was carried out using a qualitative approach, in the form of a case study, in five stages: a) bibliographical and documentary research; b) questionnaires; c) interviews; d) data analysis; e) preparation of an educational product. Given that weaknesses and barriers were found in the process of curricular integration and in the dialogue between preparatory and vocational subjects at this institution. The curriculum needs to be adapted to the needs and reality of its target audience, to help them during the educational process, and to promote an omnilateral education, making students capable of questioning, suggesting and contributing to the society in which they live. The presence of professionalization in secondary education must be understood, on the one hand, as a social necessity and, on the other, as a means by which the category of work finds a place in training as an educational principle (Ramos, 2008a). For Sacristán (2013), the curriculum consists of the selection and organization of the content that students should learn, influencing the teaching practice adopted throughout their educational career. However, this conception often results in a curriculum being built by a minority, without the due contribution of all those involved in the educational process, neglecting the holistic approach and the search for the emancipation of the subjects. Thus, our research concluded that there is a weakness in the dialog between propaedeutic and technical disciplines, which can be explained by the lack of perception of the concepts of human formation, integrated curriculum and polytechnic education. The participants' statements showed a willingness to advance their knowledge of the topics under investigation, which is already a positive sign for our work. Based on these results, we have produced an Educational Product, a guidebook with contributions on EMI and Polytechnic Education, aimed at the participants in the research, as well as anyone who has an interest in the subject.