CURRÍCULO INTEGRADO E FORMAÇÃO PROFISSIONAL NO PROEJA: CONCEPÇÕES ACERCA DO ENSINO POR ÁREA DO CONHECIMENTO

Authors

DOI:

https://doi.org/10.21527/2179-1309.2020.112.117-133

Keywords:

Atuação Docente no PROEJA. Sujeitos Jovens e Adultos. Integração entre Educação Básica e Profissional.

Abstract

This paper discusses issues that permeate the offer of High School integrated to PROEJA at IFFar. From a qualitative perspective, the research was carried out in the midst of an Internship of Biological Sciences Degree, with a class from the Building Technical Course integrated to PROEJA. Aiming at problematizing the integration between Professional Education and High School as well as the curricular organization by areas of knowledge, the study had a semi-structured interview directed to a group of that course’s students for data production, analyzed under the premises of the Discursive Textual Analysis (DTA). The theoretical subsidies are constituted by legal and institutional documents on the theme and authors who study the articulation between education and work, teachers training, also teaching and learning processes of young and adult people. Through the DTA categorization, the students conceptions about their teaching and learning process and the relationship between knowledge in the basic and technical areas were identified. In this context, the premise elaborated is that young and adult students of PROEJA recognize the articulation between academic training and the world of work, indicating that the curricular organization of their course is based on conceptions of integrated curriculum.

Author Biographies

Marília Wortmann Marques, Instituto Federal Farroupilha

Possui graduação em Ciências Biológicas pela Universidade da Região da Campanha (2005), Mestrado em Fitossanidade pela Universidade Federal de Pelotas (2009). Doutorado em Fitopatologia pela Universidade Federal Rural de Pernambuco (2013). Bolsista de Desenvolvimento Científico e Tecnológico Regional (DCR) na Embrapa semiárido. Atualmente atua como docente EBTT no Instituto Federal Farroupilha, Campus Panambi.

Cátia Keske, Instituto Federal Farroupilha

Aluna do Programa de Pós-Graduação Stricto Sensu Doutorado em Educação nas Ciências, na Universidade Regional do Noroeste do Estado do Rio Grande do Rio Grande do Sul. Graduação em Pedagogia na Universidade Regional do Noroeste do Estado do Rio Grande do Sul (2006). Especialização em Educação Profissional Integrada à Educação Básica na Modalidade de Educação de Jovens e Adultos pela UFRGS / IF Farroupilha - Campus Júlio de Castilhos (2010). Mestrado em Educação nas Ciências no Programa de Pós-Graduação em Educação na Ciências da Universidade Regional do Noroeste do Estado do Rio Grande do Sul, bolsista CAPES (2011). Tem experiência na área de Educação, com ênfase nas áreas de Formação de Professores, Gestão Educacional e de Educação de Jovens e Adultos.

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Published

2020-09-09

How to Cite

da Silva, F. F., Marques, M. W., & Keske, C. (2020). CURRÍCULO INTEGRADO E FORMAÇÃO PROFISSIONAL NO PROEJA: CONCEPÇÕES ACERCA DO ENSINO POR ÁREA DO CONHECIMENTO. Revista Contexto & Educação, 35(112), 117–133. https://doi.org/10.21527/2179-1309.2020.112.117-133

Issue

Vol. 35 No. 112 (2020): Trabalho, Currículo e Educação

Section

Dossiê: Trabalho, Currículo Integrado e Educação

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