Currículo integrado na educação profissional e tecnológica: uma análise a partir da abordagem do ciclo de políticas no curso técnico integrado de agricultura do IFFAR campus Jaguari/RS

Abstract

This master's dissertation is linked to Research Line 2 - Organization and Memories of Pedagogical Spaces in Professional and Technological Education of the Professional Master's Program in Professional and Technological Education - PROFEPT, articulated with the macroproject " Organization of the integrated curriculum in EPT " and the Study and Research Group on Educational Management, Curriculum and Public Policies for Professional and Technological Education - GECPOL. This dissertation has as its general objective to analyze the conceptions of the integrated curriculum in the legal documents of EPT, PPC and in the context of teaching practice in the Integrated Technical Course of Agriculture at the Instituto Federal Farroupilha Campus Jaguari/RS. Specifically, it aimed to: a) investigate the EPT policies that deal with the integrated curriculum, seeking to visualize their effects on the legal document of the Course - the PPC of the Integrated Technical Course of Agriculture; b) analyze the micro and macro relationships between the legislation of the integrated curriculum and its development in teaching practices; c) understand how these policies and the PPC influence the context of teaching practice in relation to the integrated curriculum in the Integrated Agricultural Technician course; d) prepare an orientation guide as an educational product. The methodology used was a qualitative approach and the case study method. The instruments for data production were the legal documents that deal with the integrated curriculum, specifically Decree No. 5,154/2004; CONSUP Resolution No. 28/2019; and the Pedagogical Project of the Integrated Technical Course in Agriculture of the Instituto Federal Farroupilha, Campus Jaguari/RS. To produce data in the context of practice, semi-structured interviews were used with teachers of the Integrated High School in Agriculture, in the area of Natural Sciences (Biology, Physics and Chemistry) and teachers of the technical area that these disciplines are integrated, with the Instituto Federal Farroupilha Campus Jaguari/RS as the locus of research. Data analysis occurred based on two types: Documentary analysis in legal documents (Decree No. 5,154/2004, CONSUP Resolution No. 28/2019 and Course PPC), seeking to analyze the context of influence and text production. In the context of practice, Discourse Analysis was used, inspired by Foucault's work, through semi-structured interviews. It is considered that the analyzed EPT legal documents sometimes guide towards the possibility of integration, bringing constituent elements for human formation, sometimes towards the continuity of the historical dualism between Basic Education and Professional Education, visualized from the studies of the contexts of influence and text production of the policy cycle approach. In the context of practice, the discourses were in the sense of valuing the integrated curriculum, however, the interviewees recognized the impossibility of developing such a curricular perspective in their teaching practices, tied to several issues. Based on these analyses, an orientation guide was prepared, applied and evaluated, which served as a tool of reflection around the integrated curriculum.