A integração curricular na concepção dos docentes do curso técnico em agropecuária integrado ao ensino médio

Abstract

The present study sought to identify elements that contributed in the construction of a curricular organization of teaching and learning based on a integrative conception with active participation, commitment, critical and contextualized reflection of the reality, on the practices of teachers of the technical course in Agriculture and Pecuary, integrated with high school, of the Federal Institute of Education, Science and Technology of Mato Grosso – Cáceres campus . The reflections purpose to analyses the conceptions of the teachers about their practices in the integrative curricular development, observing the relations between the disciplines of general and technical formation. Qualitative research incurred on real situations of the school’s daily, using as data collection tool the application of a semi structured questions and the realization of three focal group meetings. Twenty-five teachers accepted to answer the questions and attend meetings, during the second semester of 2014 and the first semester of 2015. A careful analysis of the answers and the transcriptions of focal group meetings was made based on the assumptions of discursive textual analysis, that suggests unitarization of the texts, categories identify and the reflective metatexts production. We identify positive aspects in the current integrational process, evidenced on answers of the teachers, like: more possibility to articulate between theory and practice; more curricular flexibility; scientific creativity and criticality; interaction of knowledge and everyday application; contextualization; proposition of interdisciplinary projects in the curricular integrative practices. Teachers understand the development of these integrational practices from the critical view of the human being, organized to promote the (re)construction, the socialization and the diffusion of knowledge to the formation of autonomous subjects and conscious authors.