Princípios, vertentes e indicadores para o ensino médio integrado: uma proposta de avaliação curricular

Abstract

This article was produced through the research for the doctoral thesis The High School Integrated Curriculum: from intention to implementation, held from 2007 to 2011, which, among other goals, to introduce a system of evaluation for high school Integrated curricula-EMI. The methodology used for your development was qualitative nature and the method adopted was the case study, consisting of three high school public schools. The results of empirical research and the structuring of this article enabled bibliographic, which contains the technical and pedagogical aspects and socio-political to the curricular evaluation in this model of offer. The curricular evaluation should be understood as continuous and collegiate, because a curriculum that discharge evaluation, they guard and fruitful issues that do not “want” to be solved and let his subjects and their contexts hostages of this alienation.