Scientific production and knowledge on Integrating Pedagogical Practices

Abstract

The present article evaluated the State of Knowledge of the concept of Integrative Pedagogical Practices. The purpose of this evaluation is to contribute to debates that connect to the perspective of praxis in Vocational and Technological Education. In view of the above, the following guiding question is established: How does the field of Integrative Pedagogical Practices present itself in the scientific and knowledge production? Methodologically, this research is classified as being of a basic nature, with a quali-quantitative approach, supported by the assumptions of the analyses of the "production of knowledge" type. This methodological delineation allowed the survey and mapping of data, as well as their categorization. The analysis made it possible to describe the conceptual trajectory of Integrative Pedagogical Practices in the scientific production and knowledge about the theme. The analysis indicated that the concept of Integrative Pedagogical Practices epistemologically connects to the concept of emancipatory praxis and consequently to the assumptions of integrated human formation.