Ensino médio integrado: desafios da gestão escolar na articulação entre formação geral e formação técnica.

Abstract

This study analyzes the main challenges of school management in coordinating general education and technical training in Integrated Secondary Education (EMI), considering the importance of this relationship and Technological Education (EPT). The research aimed to understand the pedagogical, curricular, institutional, and political factors that hinder the consolidation of curricular integration proposed by legal frameworks and supported by theoretical references in the field. It is a qualitative study, developed using bibliographic and documentary research. The findings show that, although EMI represents an important step toward overcoming the historical duality between general education and professional support, its implementation still faces challenges related to curricular fragmentation, teacher training, lack of collective planning, infrastructure and funding limitations, as well as the impacts of ongoing high school reforms. The study also reveals that the effectiveness of the integrated curriculum depends on the strategic role of educational management in promoting democratic governance, teacher development, collaborative planning, and institutional conditions that foster integration among work, science, culture, and technology. It concludes that consolidating EMI requires permanent public policies, adequate investments, and management committed to the principles of EPT, ensuring a critical, emancipatory, and socially grounded education.