A integração curricular na concepção dos docentes do curso técnico em agropecuária integrado ao ensino médio
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Universidad Distrital Francisco José de Caldas
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O presente estudo buscou identificar elementos que contribuíram na construção de uma organização curricular de ensino e de aprendizagens fundamentada numa concepção integradora com participação ativa, compromisso, reflexão crítica e contextualizada da realidade, nas práticas dos docentes do curso Técnico em Agropecuária integrado ao Ensino Médio do Instituto Federal de Educação, Ciência e Tecnologia do Mato Grosso - campus Cáceres. As reflexões propõem analisar as concepções dos professores sobre suas práticas, no desenvolvimento da integração curricular, observando as relações entre as disciplinas de formação geral e técnica. A pesquisa qualitativa incorreu sobre situações reais do cotidiano da escola, utilizando como instrumento de coleta de dados a aplicação de questionário semiestruturado e a realização de três encontros do grupo focal. Vinte e cinco professores aceitaram responder as questões e participar das reuniões, durante o segundo semestre de 2014 e primeiro de 2015. Uma leitura criteriosa das respostas e das transcrições dos encontros do grupo focal foi realizada considerando os pressupostos da análise textual discursiva, que sugere a unitarização dos textos, a identificação das categorias e a produção de metatextos reflexivos. Identificamos aspectos positivos no processo integrador em voga, evidenciados nas respostas do corpo docente como: maior possibilidade de articulação entre teoria e prática; maior flexibilidade curricular; criatividade e criticidade científica; interação dos saberes e aplicação no cotidiano; contextualização; proposição de projetos interdisciplinares nas práticas de integração curricular. Os docentes compreendem o desenvolvimento destas práticas integradoras, a partir da visão crítica de ser humano, organizadas para promover a (re) construção, a socialização e a difusão dos conhecimentos, para formação de sujeitos autônomos e autores conscientes dos seus fazeres.
This study looks to identify elements that contributed to 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 Livestock, integrated with high school, in the Federal Institute of Education, Science and Technology of Mato Grosso – Cáceres campus. The reflections purpose to analyses teachers conceptions about their practices in the integrative curricular development, observing relations between general and technical subjects. It was a qualitative research on real situations of the school’s daily, using as data collection tool the application of semi-structured questions and the realization of three focal group meetings. Twenty-five teachers accepted to answer questions and attend meetings, during the second semester of 2014 and the first semester of 2015. A careful analysis of answers and transcriptions of focal group meetings was made based on 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 teachers answers: more possibility to articulate between theory and practice; more curricular flexibility; scientific creativity and criticality; interaction of knowledge and everyday application; contextualization; the 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 (re)construction, socialization, and diffusion of knowledge in order to educate autonomous subjects and conscious authors.
This study looks to identify elements that contributed to 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 Livestock, integrated with high school, in the Federal Institute of Education, Science and Technology of Mato Grosso – Cáceres campus. The reflections purpose to analyses teachers conceptions about their practices in the integrative curricular development, observing relations between general and technical subjects. It was a qualitative research on real situations of the school’s daily, using as data collection tool the application of semi-structured questions and the realization of three focal group meetings. Twenty-five teachers accepted to answer questions and attend meetings, during the second semester of 2014 and the first semester of 2015. A careful analysis of answers and transcriptions of focal group meetings was made based on 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 teachers answers: more possibility to articulate between theory and practice; more curricular flexibility; scientific creativity and criticality; interaction of knowledge and everyday application; contextualization; the 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 (re)construction, socialization, and diffusion of knowledge in order to educate autonomous subjects and conscious authors.
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professional education, curricular organization, teaching, learning, educação profissional, organização curricular, ensino, aprendizagem