Concepção de integração curricular presente nos cursos de ensino médio integrado em agropecuária do Instituto Federal Catarinense

Abstract

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2013.Abstract : This essay, which is subject to the Postgraduation in Education Program from the Universidade Federal de Santa Catarina (UFSC), had the objective to understand the conception of curricular integration that founds the formation proposal of the secondary school integrated with the professional courses of Agropecuária (agronomy and husbandry) at the Instituto Federal de Educação, Ciência e Tecnologia Catarinense (IFC). The study pondered about the current problematic concerning the association between secondary school and professional education with emphasis on the curricular integration of the pedagogic projects of the Agropecuária courses in the integrated form issue. Methodologically, the research was developed from a theoretical approach which founded the main concepts/principles regarding to the problematic and the investigated object, besides an empirical study involving the institution and a group of its workers. Aiming to identify the curricular integration conception present in the IFC's integrated secondary school project, a set of interviews were made, questionnaires was applied, and also official documents were analysed, including the secondary school and professional education curricular guidelines besides some elements from the pedagogic projects of the referred course in different campi. The work was structured in the following way: an introductory text, the motivations for the choosing of the theme, the objectives, the methodology and a brief explanation about the IFC, particularly, its involvement with the integrated secondary school project. In the text titled Ensino Médio Integrado: concepção, constituição política e diretrizes (Integrated Secondary School: conception, political constitution and guidelines) we tried to understand the conception and principles which found it, and the historical tension between the secondary school and professional education over formative projects and by its guidelines. In this aspect, it was revealed that the integrated secondary school project is the result of the confrontation in relation to the tradition of a historically built fragmentary professional education. In other text, it was possible to identify the discourses which orient that curricular policy since its concepts till its organization in structural terms. It can be observed that the official discourses that found the project are, mostly, derived from distinct theoretical basis, including both critical and conservative perspectives. Furthermore, it was possible to understand the different ways knowledge is treated in the curricular ambit, from its choose to its organization. Finally, in the empirical text, which introduces and argues the conception of curricular integration in the IFC's integrated secondary school, the elements which express the way the professionals perceive the course can be identified. The main research results are: I) the argument over the association between professional education and secondary school, referent to the curricular integration, reveals the challenge to overcome the duality which historically has been setting boundaries among courses/modalities; II) although the officials guidelines point to a integration conception, there is a long path until its materialization; III) the IFC's Agropecuária integrated secondary school proposal is theoreticaly and methodologicaly maturing; IV) Despite the limitations, a significant number of pedagogic integrative actions are developed; V) The continued formation is indicated by the professionals involved in the course as a fundamental strategy to its strengthening and legitimation. Yet, the work is bounded by its methodical and theoretical limits and its results are valid in this ambit