A ORGANIZAÇÃO CURRICULAR DOS CURSOS TÉCNICOS INTEGRADOS AO ENSINO MÉDIO: A BUSCA POR UM CURRÍCULO INTEGRADO

Abstract

The Technical Courses Integrated to High School are training possibilities that seek to prepare the individual not only for work, but also to provide an understanding of the socio-productive dynamics of modern societies and enable people to exercise autonomously and critically professions. In this sense, this research aimed to understand the concepts related to the curriculum conception and the integrative educational practices, aiming to analyze the curricular organization of the Technical Courses Integrated to the High School of Paraíso do Tocantins Campus of the Federal Institute of Education, Science and Technology of Tocantins. , in order to identify interdisciplinary characteristics among the curriculum elements established by the Pedagogical Course Projects (PCPs). In addition, we sought to verify if there was teacher participation in the construction and discussion of these documents, as well as to ascertain if the integrative perspective was a reality in teaching practices, with a view to overcoming the duality of the Brazilian educational structure, in which there is an education focused for manual work and an education that qualifies for intellectual work. The methodological approach adopted in this research is centered on a critical-dialectical approach, since we conceive of education as an omnilateral process that surpasses the unilateral perspective of training for work. In addition, we use historical-dialectical materialism as a method, since we seek through research to analyze, interpret and understand of historical and social reality. Therefore, we adopted as investigative procedures the quantitative and qualitative research and case study. As for the methodological resources for data collection were used: bibliographic research, documentary research, and field research through applied questionnaires and, finally, the elaboration of an educational product. For the construction of the empirical basis, teachers of the general and specific areas and administrative technicians involved in the administrative and pedagogical processes of the Technical Courses Integrated to High School were selected. As a theoretical contribution to the reflections of this research, researchers were studied such as Frigotto (2008; 2010; 2012; 2013), Ramos (2008; 2011; 2012; 2014; 2017), Sacristan (2000), Santomé (1998), among others. As an educational product of the research, a seminar on integrated curriculum was held with teachers, administrative technicians, students, researchers and external community, at the Paraíso do Tocantins Campus of the Tocantins Federal Institute. From the discussions and reflections on the theme, a draft of the Institutional Curriculum Guidelines of the Federal Institute of Tocantins was built collectively for the curriculum integration. The research results showed that, in relation to the Integrated High School Pedagogical Course Projects, there is still a lot of inconsistency regarding the guiding principles of the IHS proposal. As for the curricular organization, it is possible and necessary to improve the integration between the curricular components, the contents and between the dimensions of science, work, culture and technology, considering work as an educational principle and valuing the inseparability between education basic and professional and between general and specific knowledge as a whole, in order to seek an integral formation of the students.