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Previous issue date: 2014-02-28 / The present work is a reflection about the integrated curriculum, its legal propositions and possibilities of practical implementation in the context of a technical course. For this qualitative investigation, the case study within the ethnographic research was selected. The field research was the oral reports of two groups of subjects belonging to the same institution, making a total of 14 participants. The first group was formed by teachers and educational technicians and the second group by students enrolled in the third year of the agriculture technical course integrated to secondary school and maintained by the Federal Institute of Education, Science and Technology of Santa Catarina Campus Rio do Sul. The data collection occured from August 2012 to October 2013 and was done through participant observation, documentary analysis and semistructured interviews. Data was analysed through Textual Discursive Analysis according to Galiazzi & Moraes (2007) and resulted in the following categories: Group A: interdisciplinary perspectives; articulation theory - practice, facing the challenges of teaching. Group Two: youth and schooling; integration of knowledge; life project and future. The research findings suggest that legal propositions related to the investigated course did not cause major changes due to the conservation of relations with capitalist system that has strongly influenced the construction of curricula of technical courses. Although the professionals involved in this research recognize the importance of integrating knowledge across the curriculum, only specific attitudes through some curriculum components or the performance of few interdisciplinary projects were identified until the end of this investigation. This study can contribute to reflections about the possibilities for building effective interdisciplinary attitudes that may be sensitive to collective demands in which the meaning of learning gain greater projection for everybody involved in the educational processes. / O presente trabalho trata de uma reflex?o sobre o curr?culo integrado, suas proposi??es legais e possibilidades de implementa??o pr?tica no contexto de Curso T?cnico de N?vel M?dio. Para esta investiga??o, de enfoque qualitativo, optou-se pelo estudo de caso do tipo etnogr?fico. O campo de investiga??o foram os depoimentos de dois grupos de interlocutores pertencentes a uma mesma Institui??o, os quais totalizaram 14 participantes. O primeiro grupo foi constitu?do por Professores e T?cnicos em Assuntos Educacionais, o segundo grupo por Alunos matriculados no terceiro ano do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, mantido pelo Instituto Federal de Educa??o, Ci?ncia e Tecnologia Catarinense Campus Rio do Sul. A coleta dos dados estendeu-se de agosto de 2012 a outubro de 2013, mediante observa??o participante, an?lise documental e entrevista semiestruturada. Os dados foram analisados atrav?s da An?lise Textual Discursiva, conforme ensinam Moraes e Galiazzi (2011) e resultaram nas seguintes categorias: Grupo Um: perspectivas interdisciplinares; articula??o teoria pr?tica; enfrentamento aos desafios da doc?ncia. Grupo Dois: Juventude e escolariza??o; integra??o de saberes; projeto de vida e futuro. Os achados da pesquisa sugerem que as proposi??es legais para o curso investigado n?o provocaram grandes mudan?as diante da conserva??o das rela??es com o sistema capitalista que influenciou fortemente a constru??o dos curr?culos dos cursos t?cnicos. Embora os profissionais de ensino vinculados ? institui??o reconhe?am a import?ncia da integra??o de saberes atrav?s do curr?culo, at? o t?rmino dessa investiga??o, identificamos apenas atitudes pontuais atrav?s de alguns componentes curriculares ou na execu??o de poucos trabalhos interdisciplinares. Acredita-se que este estudo possa contribuir com reflex?es acerca de possibilidades para constru??o efetiva de posturas interdisciplinares, que se mostrem sens?veis ?s demandas coletivas e, nas quais, o significado do aprender ganhe maior proje??o para todos os envolvidos nos processos educacionais.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3796 |
| Date | 28 February 2014 |
| Creators | Estivalete, Emerson Bianchini |
| Contributors | Lacerda, Miriam Pires Corr?a de |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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