Integração curricular na escola estadual de educação profissional Dario Catunda Fontenele, Ipueiras-CE: desafios e caminhos possíveis

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied discusses the need for the development of curricular integration, through the scope of management, in order to contemplate the integral training of students of the State School of Professional Education Dario Catunda Fontenele, in addition to explaining the challenges to implement it. Thus, the question that guides this study is how the management of EEEP Dario Catunda Fontenele can help in the development of an integrated curriculum? The general objective defined for this study was to understand the development of the proposal of curricular integration for the technical courses of the State School of Professional Education Dario Catunda Fontenele. As a result of this objective, three specific ones were delineated, namely: to describe the needs and difficulties that are presented to make the proposal of curricular integration in the EEEP Dario Catunda Fontenele, taking into consideration the administrative, pedagogical and curricular structure of the school and the context local; Analyze the role of management in face of the challenges of the integral formation of EEEP students Dario Catunda Fontenele and how the conceptions and dimensions of curriculum relate to this role; And propose strategies and actions that assist the management in the development of the curricular integration in the technical courses of the EEEP Dario Catunda Fontenele. We hypothesize that school management can assist in the development of an integrated curriculum, dividing roles and responsibilities, and appropriating concepts and ideas about curricular integration. To do so, this qualitative research uses the methodology of the case study and as instruments for data collection we define the questionnaire and the semi-structured interview. The theoretical framework was constructed in the light of the propositions of authors such as Ragattieri & Castro (2010) that deal with the challenges of curricular integration; Ramos (2011) that deals with the conceptions, proposals and problems of the curricula of High School; Moreira (2013) that deals with the role of management in face of the challenges of the curriculum, among other authors who propose to discuss management, curriculum and curricular integration. From the analysis of the data, it was noticed that the manager can help in the process of implementation of the integrated curriculum. The Educational Action Plan (PAE) was elaborated in which the following actions are described and detailed in order to be put into practice by the management of EEEP Dario Catunda Fontenele aiming at the integration of knowledge and integral education of the student: a Review of the curriculum and pedagogical project of the school by the school team, organization of integrated teacher plans, systematization of a training policy for the management team and teachers, and development of the project methodology.