Possibilidades para a integração entre a matemática e as disciplinas profissionalizantes do curso técnico em cozinha integrado PROEJA

Abstract

The research entitled "Possibilities for the integration between Mathematics and the professionalizing disciplines of the Technical Course in Integrated Kitchen Proeja" was developed at the Federal Farroupilha Institute (IFFar) - São Borja Campus. It is a research carried out within the scope of the Professional Master's Program in Professional and Technological Education (ProfEPT) of IFFar - Polo de Jaguari, motivated by the need to investigate the concepts and practices related to the integrated curriculum developed in the space of one of the Courses of the institution's Proeja. The approach used in this research is qualitative because it is an educational environment. The sources of data collection were documents (Pedagogical Project of the Technical Course in Integrated Kitchen Proeja) and subjects (students and teachers of the mentioned course). As instruments for data collection, scripts were used for textual analysis, questionnaire with students, semi-structured interview and training meetings with teachers. In the research, important information was collected regarding the teaching practice constituted from the perspective of the integrated curriculum, difficulties encountered in the construction of teaching and learning in an interdisciplinary way and the possibility of integrating knowledge between mathematics and the practice developed in the course. The meetings enabled debates and reflections on forms of planning and possibilities of articulation between knowledge. During this process, the need for collective construction of planning and the promotion of shared teaching became evident, taking into account the problematization, contextualization and interdisciplinarity of knowledge in order to provide the student with a learning environment that favors dialogicity on basic themes and the world of work with a view to integral human formation. The educational product developed from the research was an interdisciplinary didactic sequence, organized based on the 3MP methodology, built and evaluated with the help of teachers. The interdisciplinary sequence will be a pedagogical resource for future intervention, which concentrates efforts to provide teachers with ideas to achieve the integration of knowledge, which can be applied in Integrated Professional Practice (PPI), enabling more efficient ways to minimize the difficulties presented by Proeja students, both in terms of understanding mathematical knowledge, as well as the knowledge inherent in the curricular components of the professional area.