Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-12T19:12:13Z No. of bitstreams: 1 AnaLuciaFerreiraDeQueiroga_TESE.pdf: 5942495 bytes, checksum: e15c6955191926de9793ba73dc13b07b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-14T16:58:00Z (GMT) No. of bitstreams: 1 AnaLuciaFerreiraDeQueiroga_TESE.pdf: 5942495 bytes, checksum: e15c6955191926de9793ba73dc13b07b (MD5) / Made available in DSpace on 2017-12-14T16:58:00Z (GMT). No. of bitstreams: 1 AnaLuciaFerreiraDeQueiroga_TESE.pdf: 5942495 bytes, checksum: e15c6955191926de9793ba73dc13b07b (MD5) Previous issue date: 2017-07-27 / Tendo como objetivo investigar a implementa??o do Curr?culo Integrado no IFPB ? Campus de Jo?o Pessoa, no per?odo de 2004-2014, esta tese norteia-se pela seguinte quest?o de pesquisa: o que impede a implementa??o do Curr?culo Integrado no IFPB? Em busca dessa resposta, empreendeu-se o percurso investigativo, partindo-se da pressuposi??o da exist?ncia de variados fatores que obstaculizam essa implementa??o nos cursos t?cnicos. Com tal direcionamento, consolidou-se a pretens?o de, precipuamente, compreender a rela??o entre os sentidos atribu?dos ao Curr?culo Integrado pelos professores do IFPB, e a pluralidade de fatores implicados no processo de sua implementa??o, visando identificar quais seriam os indicadores de bloqueios e os de mudan?as. Para explicitar a natureza dessa rela??o, utilizou-se a metodologia da entrevista compreensiva, elegendo-se ? como princ?pios te?rico-metodol?gicos ?, a multirreferencialidade, a configura??o/interdepend?ncia, o sentido social, a rela??o identidade/alteridade e a implica??o. Decidiu-se pela aplica??o dessa metodologia considerando-se o fato de que a entrevista compreensiva possibilitaria, por interm?dio das falas dos professores e de suas intersubjetividades, a adequada interpreta??o dos sentidos revelados por suas a??es. Os resultados apresentados derivaram, a partir das falas dos professores, a seguinte constata??o: o IFPB, embora tenha desenvolvido um conjunto de atividades pedag?gicas que objetivaram a Integra??o Curricular, teve de lidar com os in?meros impedimentos ? implementa??o dessa modalidade curricular, a exemplo da falta de clareza do conceito de integra??o curricular e de continuidade de sistematiza??o desse processo, da estrutura organizacional e pedag?gica do Instituto, da cultura docente, da forma??o de professores, entre outros fatores, que tamb?m se constitu?ram empecilhos, o que justamente referenda a tese que ora se apresenta. Tudo isso, enfim, fortalece a cren?a de que esta pesquisa poder? contribuir com novas formas de promover a Integra??o Curricular no ?mbito dos Institutos Federais. / With the objective of investigating the implementation of the Integrated Curriculum at the IFPB - Campus of Jo?o Pessoa, in the 2004-2014 period, this thesis is guided by the following research question: what hinders the implementation of the Integrated Curriculum at the IFPB? In pursuit of this answer, the investigative course was undertaken, starting from the assumption of the existence of several factors that hamper this implementation in the technical courses. In the light of this perspective, the purpose to understand the relationship between the meanings attributed to the Integrated Curriculum by the IFPB teachers and the plurality of factors involved in the implementation process was consolidated, aiming to identify both the indicators that block this process as well as those which change it. To explain the nature of this relationship, the comprehensive interview method was used, choosing, as theoretical and methodological principles, the multireferentiality, configuration / interdependence, social sense, identity / alterity relation and implication. It was decided to apply this methodology considering the fact that the comprehensive interview would enable, through the teachers? statements and their intersubjectivities, the suitable interpretation of the senses revealed by their actions. The presented results from the teachers' statements led to the following finding: although the IFPB has developed a set of pedagogical activities that aimed at Curricular Integration, it had to deal with several restraints related to this curricular modality implementation, such as the lack of clarity regarding the concept of curricular integration and of systematization continuity of this process, of the Institute?s organizational and pedagogical structure, of the teaching culture, of teacher training, among other factors, which also constituted obstacles; and this rightly refers to the thesis that now is presented. All this, finally, strengthens the belief that this piece of research may contribute to new ways of promoting Curricular Integration within the Federal Institutes.