Limites E Possibilidades Da Integração Curricular No Instituto Federal Catarinense: Reflexões a Partir Da Formação Continuada De Professores

Abstract

In this work, we systematize some of the reflections carried out based on continuing education with teachers of Basic Technical and Technological Education at the Instituto Federal Catarinense(IFC) -Campus Camboriú, Brazil, about the limits and possibilities of curricular integration in Integrated High School courses. The methodological approach, of qualitative character, was based on literature review, document analysis and participant research along with the teachers from the IFC. Among the results, we identified that teachers understand that the concept of curricular integration requires both restructuring the pedagogical projects of the courses and, consequently, the curricula, as well as rethinking the pedagogical practices so that they contemplate the interdisciplinarity that the reality requires. Among the limits and possibilities for the viability of the integrated curriculum, there are aspects of administrative and pedagogical order that reveal wide knowledge of the institution by the teachers and,also, recognition of the existence of concrete material conditions for the materialization of the integral education of the students present in the concept of Integrated High School, including continuing education.