O currículo integrado no ensino médio técnico do IEMA: uma percepção dos alunos

Abstract

This article is based on a master’s degree research on the integrated curriculum of technical high school of the Institute of Education, Science and Technology of Maranhão (IEMA), located in the municipality of Bacabeira. The contribution of the curriculum proposal of this Institute to the human and professional training of students was analyzed, focusing on the integrated curriculum full-time. The perceptions of the Institute's 3rd grade students were a fundamental point for the understanding of that contribution, obtained by the application of pre-formed questionnaires and by the focal group technique. It is a qualitative research based on several scholars, such as: Bernstein (1996), Frigotto (2004), Santomé (1998), Lopes (2006), among others. We also rely on documents from the School of Choice Model of the Institute of Co-responsibility for Education (ICE), which are the guidelines of the Pedagogical Proposal of IEMA. The research allowed us a more accurate view of the students' perception about the curriculum integrated full time in IEMA's High School, expressed by them as a curriculum that goes beyond a merely technical instrument as it provides the professionalization linked to an integral human formation materialized in the Life Project. It also allowed us to understand that the contextualized organization of time and study routine established between students and school staff is fundamental in the achievement of a proposal of curricular integration.