Challenges and contributions regarding integration of disciplines in the Vocational Education integrated to Upper Secondary Education at IFMS, Nova Andradina Campus

Abstract

This study aimed to discuss and identify challenges and contributions from the comprehensive curricular proposal in the context of Upper Secondary Education integrated to Vocational Education in Farming, mainly concerning the integration of propaedeutic and technical disciplines, offered by the Federal Institute of Mato Grosso do Sul, Nova Andradina Campus. The research is relevant given that it is necessary to rethink the curriculum model implemented in the current context of Vocational Education, as well as the model to be implemented with the Brazilian Secondary School reform established by the Law 13.415, on February 16th, 2017. A set of methodological procedures has been used, comprehending a qualitative approach, descriptive and explanatory methods (VAN ZANTEN, 2004) with technical procedures of action research (THIOLLENT, 1997; 2011). Data has been analyzed taking into account some curricular studies, the transdisciplinary educational approach (NICOLESCU, 2000) and the complex thinking theory (MORIN, 2001; 2011). The study brought to light that the integration of disciplines may foster greater achievement by students, since the compliance to the process was predominantly positive. Students emphasized greater learning and motivation, especially in respect to the frequent group work activities. Regarding limitations, participants have indicated the importance of integrating all disciplines from the curriculum in order to avoid overload of assessment tasks and, possibly create a more favorable situation relating to time management. In addition, students have pointed their need to be fully aware of the content which will eventually enable them in their professional life.