PEDAGOGICAL INTEGRATION PRACTICES IN PROEJA: THE THINKING OF TEACHERS AND STUDENTS
DOI:
https://doi.org/10.5216/ia.v36i2.16717Keywords:
Educação de jovens e adultos, Proeja, Educação profissional, Currículo integradoAbstract
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.Downloads
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