O ENSINO MÉDIO INTEGRADO: CONCEPÇÕES, PRÁTICAS PEDAGÓGICAS E OMNILATERALIDADE

Abstract

Professional and Technological Education (EPT) is an educational modality provided by National Education Guidelines and Bases Law (LDB), historically demarcated as a school arrangement aimed at the working class, always focused on the demands of work. It is noticed that from the second half of the 20th century and the beginning of the 21st century, through new productive and socioeconomic demands for the country's development, several legal improvement proposals were presented for the EPT, as a response to a society that asked for equality opportunities for all students, regardless of their social status. In this context, Integrated Secondary Education (EMI) emerges, a teaching modality that seek to integrate regular secondary education with professional and technological education so that students training is offered in a complete manner, giving them different opportunities to choose their professional future. and occupy their space in society. Thus, EMI becomes an important field of social science research, as it contains new attempts to improve education, such as an omnilateral training capable of leading to the socioeconomic and cultural emancipation of students. In the meantime, this research had the general objective of comparing the conceptions, political pedagogical practices and possibilities for materializing omnilateral training developed at EMI, in the of Ceres (GO), investigating how teachers from two institutions that offer the technical course in Informatics Integrated into High School, they understand this teaching modality as an educational proposal that envisions the omnilaterality of students. With this objective, three categories related to EMI were investigated, named: conceptions of EMI, pedagogical practices that favor omnilaterality and possibilities for omnilateral training, materialized in the course and municipality investigated. To fulfill this investigative path, three phases of research were carried out, the first being a Literature Review using four different digital research platforms, covering the period from 2013 to 2023. The second phase was the collection of primary data, which was carried out with teachers of the IT Technician course Integrated into Secondary Education, offered by the two educational institutions, which one of them belongs to the State Education network of the state of Goiás and the other to the Federal network. The collected data were organized and categorized for analysis, which took place through methodological procedures of a qualitative nature, of the case study type, using Qualitative Comparative Analysis (QCA) combined with the categorization techniques of Materialism historical dialectic. The third phase included the preparation of the Educational Product (EP) entitled “Discussion on Integrated Secondary Education: conceptions and pedagogical practices with a focus on omnilaterality”. This NP is in the category of teaching proposals, called Didactic Sequence, having been evaluated and validated by eight teachers participating in the research. The research results showed that there is the possibility of omnilateral training of students in the EMI, in the researched municipality, if the teaching profile criteria, knowledge of legislation and pedagogical conception that govern EPT/EMI and also the use of integrative pedagogical praxis are observed.