Materialização do currículo integrado no ensino médio integrado à educação profissional do Instituto Federal da Bahia-campus Jequié: um olhar para as práticas educativas e uma proposta de formação continuada

Abstract

This dissertation presents the results of research focused on Vocational and Technological Education (VTE) conducted at the Federal Institute of Bahia, Jequié Campus. We investigated how the integrated curriculum has been implemented at the institution by surveying the integrative educational practices that have been developed and the students' perception of integration in their educational paths. This study is based on the theories of Vocational and Technological Education (VTE) and education scholars, many of whom ratify the importance of integrative practices for the consolidation of Integrated Secondary Education with Vocational Education, such as: Araújo, Ciavatta, Freire, Frigotto, Gramsci, Moura, Ramos, and Saviani. The corpus was analyzed using Discursive Textual Analysis and consists of: the pedagogical projects of the two Integrated Secondary Education (EMI) courses offered on campus (Electromechanical Technician and Computer Technician) and data collected through the application of online questionnaires. We identified that there are elements in the pedagogical projects that enable the development of integrative practices, and that although a large part of the teachers already understand the concepts that underpin EMI and have an adequate understanding of what integrative educational practices are, some develop them in a punctual way, and there are those who have never developed them. Most participating students associated integrative educational practices with events that take place on campus; they perceive a dialogue between preparatory and technical content, but mostly not in joint approaches developed by teachers. The connection between the contents is more frequently noticeable within the subject itself through contextualization provided by the teacher. Considering the results presented, we developed an educational product: a teacher training program through workshops that aim to provide a dynamic space where teachers can share the integrative practices they have been developing and also construct new proposals for practices. In this way, we envision pathways for the theoretical aspects of an integrated curriculum to manifest more in consolidated practice than in a purely formative ideal.