O ENSINO MÉDIO INTEGRADO E AS PRÁTICAS PEDAGÓGICAS DE MATEMÁTICA E CIÊNCIAS DA NATUREZA: UMA COMBINAÇÃO QUE LEVA À OMNILATERALIDADE

Abstract

Professional and Technological Education (EPT) is a modality provided for in the Law of Guidelines and Bases of National Education (Brazil, 1996) and has the primary purpose of serving the world of work in its different configurations/arrangements. Since this law came into force, EPT has expanded, incorporating different levels of education, aligning itself with the country's socio-economic and productive needs and qualifying for professional practice, helping citizens to enter and act in the world of work and in life in society. Currently, EPT has expanded to include different levels of education, in line with the country's socio-economic needs. Currently, EPT promotes professional qualification, social inclusion, contributes to regional development and reduces social inequalities. In this context, Integrated Secondary Education (EMI) has emerged as a type of EPT that aims to link general education with professional education, with the purpose of preparing students both for the job market and to merge into higher education. Been institutionalized with the creation of the Federal Institutes in 2008, EMI seeks an omnilateral education, covering intellectual, physical, ethical and technical aspects of the students. In EMI, mathematics and the natural sciences play a crucial role in developing critical thinking and the ability to solve complex problems. When approached in an integrated way, these areas of knowledge allow a broader understanding of natural and social phenomena, favoring a more complete and interconnected view of reality. Thus, the main objective of this research was to analyze the pedagogical practices developed in the disciplines of Mathematics and Natural Sciences in the Integrated High School Computer Technician course, in a city located in the São Patrício Valley, in the central region of Goiás. Five main categories were investigated: teacher profile, conceptions of legislation and the EPT/EMI Pedagogical Project, integrated planning, the process of continuing training and the mastery of work practices and scientific knowledge, the use of active methodologies and their contributions to the students' comprehensive training. The methodology adopted was a qualitative, case-study approach, dividing the research into three stages: the first was a Literature Review using four databases (Science Direct, Scopus, Scielo and Google Scholar), which covered publications from 2013 to 2023. The second stage was data collection and analysis, with two institutions located in the municipality of Ceres (GO) as the research locus, one of then was a state education institution and the other a federal institution. Data analysis involved the use of descriptive statistics, the Principal Component Analysis (PCA) technique using Jamovi software and content analysis. The third stage was the development of the Educational Product entitled: “Pedagogical Practices in Integrated Secondary Education: contributions to omnilateral education in the teaching of mathematics and natural sciences”, categorized as a Didactic Sequence, which was evaluated and validated by six research participants. The results indicated that the disciplines of mathematics and natural sciences can contribute significantly to the omnilateral education of students in EMI. However, although integrative pedagogical practices are already part of everyday teaching, continuing education still needs to be improved to meet the pedagogical specificities of EMI, because the materialization of the omnilateral education of students depends not only on the adoption of active methodologies, but also on a teaching posture that demonstrates commitment to the social transformation envisioned by EMI.