O Currículo Integrado e o trabalho docente: um estudo sobre documentos orientadores do Instituto Federal de São Paulo
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Data
2021-05-26
Autores
Dalcim, Maria Glalcy Fequetia [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No trabalho com alunos do Ensino Médio Integrado a Cursos Técnicos, disponibilizados pela Rede Federal, mais especificamente o Instituto Federal de São Paulo, uma das recorrentes demandas pauta-se na real integração do currículo da Base Nacional Comum com os Componentes Técnicos. A articulação entre a educação profissional técnica e tecnológica e o ensino básico subjaz como uma das características que fundamentam os objetivos e finalidades da Lei nº 11.892/2008, que cria os Institutos Federais de Educação, Ciência e Tecnologia. No entanto, historicamente, temos o processo de construção de conhecimento feito de modo especializado, por meio de um currículo fragmentado – conteúdos e conhecimentos são trabalhados de maneira disciplinar, a partir de uma grade curricular fixamente estruturada. Na diligência pelo trabalho docente com a integração curricular – seu entendimento, construção e efetivação – a presente tese inscreve-se no campo da Linguística Aplicada e tem por objetivo principal analisar e discutir o currículo integrado e as prescrições do agir docente no contexto da Educação Profissional Técnica Integrada ao Ensino Médio, ofertada pelos Institutos Federais. Sob as lentes teóricas e o ferramental metodológico do Interacionismo Sociodiscursivo e da Clínica da Atividade, analisam-se textos oficiais do entorno-precedente ao agir compostos por diretrizes curriculares, resoluções e planos pedagógicos de cursos, tendo por categorias analíticas o contexto de produção, a infraestrutura geral dos textos, bem como os mecanismos de textualização. Resultados evidenciam uma instabilidade no entendimento e uma escassez de elementos conceituais acerca do currículo integrado, indicando ainda a manutenção de representações do currículo tradicional. Os resultados revelaram também uma carência de informações relativas às concepções do agir docente, representações, prefigurações e prescrições, evidenciando um ocultamento do trabalho do professor, principalmente do professor de Língua Inglesa, no que tange a implementação de uma política educacional de integração curricular entre a educação propedêutica e a profissional, potencializando as fragilidades e a desestabilidade de um gênero de atividade contemporâneo e não cristalizado.
In the work with high school students integrated to technical courses, made available by the Federal Network, more specifically the Federal Institute of São Paulo, one of the recurring demands is based on the real integration of the curriculum of the Common National Base with the Technical Components. The articulation between technical and technological professional education and basic education underlies as one of the characteristics that underlie the objectives and purposes of Law nº 11.892 / 2008, which creates the Federal Institutes of Education, Science, and Technology. However, historically, we have the knowledge-building process done in a specialized way, through a fragmented curriculum - contents and knowledge are worked in a disciplinary way, through a fixedly structured curriculum. In the diligence for the teaching work with the curricular integration - its understanding, construction, and effectiveness – this thesis is part of the field of Applied Linguistic and its main objective to analyze and discuss the integrated curriculum and the prescriptions of the teaching working in the context of technical professional education integrated to high school, offered by the Federal Institutes. Under the theoretical lens and methodological tools of Socio-Discursive Interactionism and the Clinic of Activity, official texts from the preceding surrounding of acting are analyzed, composed of curricular guidelines, resolutions, legal advice, and pedagogical plans, using, as analytical categories, the context of production, the general infrastructure of the texts, as well as the textualization mechanisms. Results show an instability in the understanding and a lack of conceptual elements about the integrated curriculum, also indicating the maintenance of representations of the traditional curriculum. The results also revealed a lack of information related to the conceptions of teaching acting, representations, prefiguration and prescriptions, showing a concealment of the teacher's work, especially the work of the English language teacher, regarding the implementation of an educational policy of curricular integration between the propaedeutic and professional education, enhancing the weaknesses and destabilization of a contemporary and non-crystallized type of activity.
In the work with high school students integrated to technical courses, made available by the Federal Network, more specifically the Federal Institute of São Paulo, one of the recurring demands is based on the real integration of the curriculum of the Common National Base with the Technical Components. The articulation between technical and technological professional education and basic education underlies as one of the characteristics that underlie the objectives and purposes of Law nº 11.892 / 2008, which creates the Federal Institutes of Education, Science, and Technology. However, historically, we have the knowledge-building process done in a specialized way, through a fragmented curriculum - contents and knowledge are worked in a disciplinary way, through a fixedly structured curriculum. In the diligence for the teaching work with the curricular integration - its understanding, construction, and effectiveness – this thesis is part of the field of Applied Linguistic and its main objective to analyze and discuss the integrated curriculum and the prescriptions of the teaching working in the context of technical professional education integrated to high school, offered by the Federal Institutes. Under the theoretical lens and methodological tools of Socio-Discursive Interactionism and the Clinic of Activity, official texts from the preceding surrounding of acting are analyzed, composed of curricular guidelines, resolutions, legal advice, and pedagogical plans, using, as analytical categories, the context of production, the general infrastructure of the texts, as well as the textualization mechanisms. Results show an instability in the understanding and a lack of conceptual elements about the integrated curriculum, also indicating the maintenance of representations of the traditional curriculum. The results also revealed a lack of information related to the conceptions of teaching acting, representations, prefiguration and prescriptions, showing a concealment of the teacher's work, especially the work of the English language teacher, regarding the implementation of an educational policy of curricular integration between the propaedeutic and professional education, enhancing the weaknesses and destabilization of a contemporary and non-crystallized type of activity.
Descrição
Palavras-chave
Currículo Integrado, Educação profissional, Interacionismo sociodiscursivo, Agir docente, Língua inglesa, Integrated Curriculum, Professional education, Sociodiscursive interactionism, Teaching work, English language