PEDAGOGICAL INTEGRATION PRACTICES IN PROEJA: THE THINKING OF TEACHERS AND STUDENTS

Authors

  • Ana Lúcia Sarmento Henrique Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Norte
  • Jose Moises Nunes da Silva Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Norte
  • Maria das Graças Baracho Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Norte

DOI:

https://doi.org/10.5216/ia.v36i2.16717

Keywords:

Educação de jovens e adultos, Proeja, Educação profissional, Currículo integrado

Abstract

This study grew out of a survey conducted by NUPED at the Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Norte (IFRN). It analyzes the pedagogical practices which contributed to curriculum integration, according to the teachers and students involved in integrated Secondary and Vocational Education in the Education of Young People and Adults Modality (Proeja). The survey, undertaken between 2009 and 2010, is a qualitative approach of an exploratory nature based on information obtained from questionnaires and semi-structured interviews conducted with two groups of subjects on the IFRN campuses offering Proeja courses. It was found that: a) teachers and students refer to assignments involving more than one subject, field courses, technical visits, research and outreach projects as possibilities for integration; b) such practices lack systematization and collective planning; c) and there is a difference between the way they are carried out for the regular integrated Secondary School and for Proeja.

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Published

2011-12-28

How to Cite

HENRIQUE, A. L. S.; SILVA, J. M. N. da; BARACHO, M. das G. PEDAGOGICAL INTEGRATION PRACTICES IN PROEJA: THE THINKING OF TEACHERS AND STUDENTS. Journal Inter-Ação, Goiânia, v. 36, n. 2, p. 451–468, 2011. DOI: 10.5216/ia.v36i2.16717. Disponível em: https://revistas.ufg.br/interacao/article/view/16717. Acesso em: 18 may. 2024.

Issue

Vol. 36 No. 2 (2011): Educação de Jovens e Adultos

Section

Dossier

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