Galvanizar o Frankenstein: currículo(s) integrado(s) no ensino médio integrado na Rede Federal de Educação Profissional, Científica e Tecnológica

Abstract

The present work aimed to understand the different interpretations attributed by managers, teachers and staff about the integrated curricula and its elements of induction of curricular integration for the secondary education integrated to the labor school in the Federal Network of Professional, Scientific and Technological Education, considering the active performance of these professionals in the re-signification of texts, discourses and curricular practices, based on theories of policy enactment and recontextualization by hybridization. The research fits into a qualitative approach, with an engaged and implicated theoretical basis, alternating exploratory, descriptive, comprehensive and interventional moments, which development took place in the time-spatial cut, in the years of 2021 to 2023, period of reformulation of the pedagogical projects of the technical courses integrated to the high school of the Federal Institute of Education, Science and Technology of Espírito Santo campus Nova Venécia. For the construction of the data, the semi-structured interviews were adopted as the main instruments, applied to teachers, administrative technicians in education and managers, participants selected from exploratory immersions in the institutional commissions for the reformulation of pedagogical projects, followed, as well by documentary analyses, participant observations and observant/observer participation. Bricolage was constituted as a theoretical-methodological aspect for the treatment of the empirical data. The study concluded that even though there is the title of integrated curriculum in the curricular policy, the curricular proposals for the integrated secondary education focused do not carry out curricular integration, culminating in extremely fragmented, compartmentalized and therefore huge and exhaustive curricular proposals, characterizing the metaphor of Frankenstein which entitles the present work. Because it is a research carried out within the scope of a Professional Master's Degree in Education, the resulting composition of the constructed data subsidized a proposal of an interventional nature materialized in an multivectorial planning suggestions, in the form of a suggested script(s), with the purpose of contribute to future curricular planning actions related to the (re)formulations of pedagogical projects, in the education network in which the researcher works as a counselor, characterizing the work as an interventional-research.