Gestão curricular na Pedagogia da Alternância: integração teoria-prática e formação omnilateral na Escola Técnica Família Agrícola Divina Pastora.

Abstract

This study investigates curriculum management in Professional and Technological Education (PTE), focusing on the articulation between general and technical education through the lens of Pedagogy of Alternation. The research aims to analyze the promotion of pedagogical practices that consider the rural productive reality, based on the Course Plans for Portuguese Language and the Agricultural Plans and Projects (APP) Subject — dedicated to the development of Youth Professional Projects (YPP) —, as well as to describe the fundamentals of the Political-Pedagogical Project (PPP) and propose pedagogical management strategies to strengthen the integrated curriculum at the Divina Pastora Agricultural Family Technical School (ETFADIP). Methodologically, this is qualitative, descriptive-analytical, and documentary research. The document corpus comprises the institution’s PPP and the Course Plans for Portuguese Language and APP for the 4th-year class of the Agricultural Technical High School during the first semester of 2026. Data analysis is based on document triangulation, contrasting the normative-philosophical guidelines of the institution with curricular implementation and theoretical categories of PTE, such as omnilateral education and work as an educational principle. It is concluded that the actions of school management and pedagogical coordination are decisive to overcome subject fragmentation and consolidate alternation — through the articulation between School-Time and Community-Time — as an instrument for social emancipation, qualified permanence in rural areas, and student protagonism.