Integração curricular em uma escola do campo localizada em um município do interior de Minas Gerais

Abstract

This dissertation is developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/ UFJF). The case study studied discusses the curriculum and teaching methodologies in a school in the High School, which is located in the municipality of Caiana. The school serves two student audiences: from urban and rural areas. The general objective defined for this study is to present proposals for curricular integration in this school, in order to serve students from urban and rural areas through the identification of common interests among these audiences. For this, the specific objectives are: to identify the expectations of students from the urban and rural areas, as well as the intra-school factors that interfere in the students' interest and learning; analyze the practices adopted by teachers with a view to curricular integration; and propose strategies that contribute to making the school more attractive and democratic. We start from the understanding that curricular integration is related to school integration, that is, the creation of opportunities for sharing the educational project by the school community. In the research, we used data from “Evaluative Itineraries”, from the Minas Gerais State Secretariat of Education, documentary research and conversation circles. These were carried out with students from the rural and urban areas served by the school, parents of students also from these two areas of residence and teachers from the school. The analysis of these data in the light of the academic production of authors such as Michael Apple, James Beane, Miguel Arroyo, Mônica Molina and Roseli Caldart, allowed the presentation of an educational action plan with proposals for the integration of the school community, which seek to attract teachers, parents and students for a collective planning of the educational process and the reception by the school of students and their families. The research results indicate the need for school management to articulate actions with the different segments of the school community for the implementation of an integrated curriculum proposal capable of meeting the specificities of high school students. The actions were proposed based on the need to promote curricular integration in the institution, carry out planning by area of knowledge, reflect and exchange experiences in the search for curricular integration; hold conversations with families, motivate protagonism through class leaders and sensitize students to the construction of life projects.