A consciência do docente que atua no Instituto Federal Farroupilha sobre currículo integrado e suas bases legais e conceituais

Abstract

This study aims to analyze the perception of professors at Instituto Federal Farroupilha about the integrated curriculum and its legal and conceptual bases. In the theoretical framework throughout this study, curricular guidelines, legislation, pedagogical projects for courses will be presented, in addition to some authors and their studies about integrated curriculum and integral and omnilateral education. These themes are of great importance for educators working in institutions that offer this type of teaching. It is of great importance that teachers have knowledge about the integrated curriculum and omnilateral education and receive adequate training to be successful in applying these principles in their activities. Through qualitative research, a questionnaire with open and closed questions has been applied to the teachers of the Federal Farroupilha Institute. In the analysis of the results, data were obtained that made it possible to investigate the knowledge and appropriation of key concepts on the topic of integral education, integrated curriculum and omnilateral education of the participants, enabling the understanding of the relationship between these aspects and their praxis. By crossing informations from the questions, it was possible identify mistakes between the teachers perceptions and legal and theorical bases about integrated curriculum, as well, it could be observed positive points about the teacher doings, considering their knowledge about the subject. Based on the data obtained, an educational product was proposed, of the continuing education type, with the objective of minimizing distances or misinterpretations between the work of educators and what is in the legal and conceptual bases of the integrated curriculum.