Human formation between curriculum and teaching practice in the integrated high school

• Autor(a) principal: Medeiros, Lílian Gobbi Dutra
• Data de Publicação: 2020
• Outros Autores: Alberto, Márcia de Souza Oliveira Paes Leme, Santiago, Léia Adriana da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Labor
• Texto Completo: http://www.periodicos.ufc.br/labor/article/view/60119
• topic: Vocational high school. Integral education. Curriculum. Teaching practice.; Human Formation; Escuela secundaria profesional. Educación integral. Plan de estudios. Práctica docente.; Formación humana; Ensino médio profissionalizante. Educação integral. Currículo. Prática docente.; Formaçao humana

The Federal Institutes offer professional and technological education and have high school technical education as one of their objectives, which should be offered primarily in the integral modality - integrated high school. From the perspective of omnilateral, polytechnic, and integral human formation, on which this study is based, integrated high school must play a role of transposition for a broad formation of subjects, in the sense of Gramsci's unitary school. In this sense, this study aims to understand how human formation takes place in the curriculum of technical courses integrated to high school on a campus of the Federal Institute of Triângulo Mineiro and in teaching practice, focusing on the areas of Literature and History. The research is exploratory, with a qualitative approach. We used bibliographical and documentary research, with the analysis of two Pedagogical Course Projects, in addition to an open-ended question sent to Literature and History teachers. The data collected through the open-ended question were analyzed using Bardin's content analysis. The documents indicate progress, showing a growing concern with the omnilateral, polytechnic, and integral human formation of the subjects, for the exercise of citizenship and the various functions of the world of work. Teachers' testimonies point to a practice concerned with the use of themes, approaches, and methodological processes that contribute to the integral human formation, although it seems to be a result of more isolated practices.