Dialogue between education and work: meanings and conceptions of integrated curriculum in a PROEJA purpose

• Autor(a) principal: Pereira, Gabriel Silveira
• Data de Publicação: 2020
• Outros Autores: Sant`Anna, Sita Mara Lopes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho & Educação (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/19945
• topic: Currículo integrado; PROEJA; Educação e trabalho; Integrated curriculum; PROEJA; Education and work

This paper aims to discuss a proposal of the integrated curriculum of National Program for the integration between Professional and Basic Education for young people and adults (PROEJA), based on Education Administrative Technician’s talk members of a study group for viability and implementation of the Program on a campus of the Federal Institute of Education, Science, and Technology of Rio Grande do Sul. Its main objective is to reflect on and analyze these employees’ answers, to stand out the meanings assigned to the integrated curriculum of PROEJA. The main referenced researchers that stand out are Arroyo (1998; 2007; 2016), Sacristán (2017), and Santomé (1998). From a methodological point of view, this research stems from the results of the qualitative research, utilizing a questionnaire as its data-collection tool. The data were analyzed under the orientation of the Content Analysis proposed by Bardin (2016). Some theoretical-conceptual contributions of Orlandi’s (1996; 2009; 2012) Discourse Analysis were also chosen for consideration. It is highlighted, as the main results, that there is a historical and institutional memory that voices itself, in the words of the workers, and that, although they present singular and representative voices of the places each of them occupy in the institution, the same workers produce meaning regarding polytechnic and integrated curriculums, oriented by conceptions that aim at the integral graduation of the students.