Gestão educacional e formação humana integral na Educação Profissional e Tecnológica.

Abstract

This paper presents a narrative literature review on integrated humanities within the context of vocational and EPT. The general objective was to analyze how recent scientific literature addresses the integration of workforce preparation with students' social, moral, and critical development. The methodological approach employed was a qualitative and exploratory narrative literature review, based on the search for and analysis of relevant scientific articles, dissertations, and academic records. The theoretical framework was grounded in concepts from critical educational theory, focusing on the construction of integrated humanities and on work as an educational system. The results demonstrate that, although legal guidelines for EPT encourage moving beyond the historical separation of vocational and technical education, the implementation of integrated humanities still faces ongoing structural and pedagogical challenges. The study concludes that strengthening technical and vocational education requires integrated curricular practices that position work not merely as the execution of tasks, but as a transformative praxis capable of liberating the individual across intellectual, cultural, physical, and technical dimensions.