Educação profissional e o currículo integrado: uma análise da integração curricular sob a perspectiva dos fazeres docentes

Abstract

This study is part of the field of Public Policies, specifically in Professional Education Integrated with Secondary Education. Its general objective is to analyze the Integrated Curriculum and the challenges of this integration in Vocational Education from the perspective of the teachers who whork at the Monsenhor Turíbio Vilanova–CEMTV State College in Bom Jesus da Lapa-BA. The question guiding the research is: how has the integrated Curriculum been implemented at CEMTV from the perspective of the teachers who work in secondary vocational education? We aim to answer the question that guidesthe research with the following specific objectives: to understand the proposals of educational policies in the construction of Vocational Education at the national, state, and local levels; to analyze the Integrated Curriculum for Vocational Education in its official conception; and finally, to evaluate the implementation of Integrated Curriculum through the actions of the teachers who work in Vocational Education at CEMTV. The research is characterized by a qualitative approach, drawing on the reflections of theorists who discuss historical aspects, philosophical and methodological principles of the curriculum, such as Saviani (2003,2013,2018), Silva (2005), Giroux (1997) and Sacristan (2000, 2013) and Vocational Educational and the New High School, such as Ciavatta (2011), Cunha (1998, 2016); Moura (2007); Oliveira (2012); Dias (2018); Teixeira (2018); Ferreti (2018); Frigoto (2005/2010/2012), Ramos (2005) and Silva (2023). As a data collection instrument, 14 (fourteen) questionnaires were administered to teachers who work at the research site, with the aim of investigating the implementation of the Integrated Curriculum in the teaching practices Professional and Technological Education Integrated to Secondary Education (EPTMN); as well as an analysis official documents that regulate Vocational Education, such as the Bahia Professional Education Plan, National Curriculum Guidelines for Professional and Technological Education, Bahia Referential Curriculum Document, Pedagogical Political Project and Course Plans offered at CEMTV. This research reveals the need to overcome the reflections of educational duality, characterized by fragmented and disjointed pedagogical practices, in order to enable the teachers who work at CEMTV to make curriculum integration a reality. Professionals in this type of education face numerous challenges, from a lack of understanding of the concept of Integrated Professional education to its implementation in the classroom. This study can contribute to the development of actions aimed at teacher training, opening up paths towards effective curriculum integration.