Ensino médio integrado e o componente curricular de informática: limites e possibilidades para a computação na EPT

Abstract

This Master's thesis 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), articulating with macro-project 6, Organizations of Pedagogical Spaces in PTE, and the Research Group on Curriculum, Democratic Management, and Educational Policies in PTE (GECPOL). This research has the general objective of investigating the knowledge constructed in the Informatics curricular component in the Integrated High School courses at the Federal Institute Farroupilha – Jaguari Campus, aiming at the integration process with other areas of knowledge. Specifically, the aim was to analyze the informatics knowledge in the Pedagogical Course Projects (PPCs) of Administration, Renewable Energies, and Agriculture; to understand the teachers' conceptions about this knowledge; to discuss the integration of the Basic Education Computing axes: Digital Culture, Computational Thinking, and Digital World; and to develop an Educational Product in a website format. The methodology was a qualitative approach, characterized as a case study. The instruments for data production included documentary analysis of the PPCs of the three courses and semi-structured interviews with the teachers working in the informatics curricular components of the institution. I conducted the data treatment using Bardin's Content Analysis (1979). The results evidenced a tension between the ideal of omnilateral formation in Professional and Technological Education (PTE) and the lived curriculum. I found that, in the Agriculture course, Informatics is restricted to the Basic Core. In the Administration course, despite being allocated to the Polytechnic Core, informatics assumes a strictly instrumental and support role, remaining isolated. On the other hand, in the Renewable Energies course, the strategic presence in the Polytechnic Core allows, in fact, the materialization of the Basic Education Computing axes. Teachers recognize technology as a pedagogical and articulating instrument; however, the integration effort encounters structural barriers, students' learning gaps, and the absence of collective planning. I conclude that the curricular component has proven to be mere operational support, which compromises student emancipation. As an Educational Product, I developed an electronic guide that functions as an asynchronous support and continuing education space, democratizing Basic Education Computing concepts and enhancing transversal curricular integration in PTE.