Teachers' perceptions about the integrated curriculum at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN)

Abstract

This research had its origin in studies undertaken in two Master's dissertations. It aimed to identify the perception of teachers about the integrated curriculum in the context of IFRN, through five categories of analysis, namely: a) conception of IP in the dissertations analyzed; b) relationship between IP and EMI; c) interdisciplinarity; d) relationship between IP and human formation; and e) challenges or limitations in the development of IP. The research was based on the following questions: how do the actors involved conceive IP? what are the contributions of IP for the materialization of the Integrated Curriculum in IFRN, and which challenges in the context of IP need to be overcome? The methodology used had a qualitative approach, supported by a bibliographic review, for covering the literature already made public regarding the production of the dissertations. In the theoretical composition, we operated with the support proposed by authors such as Imbernón (2011), Pena (2011), Silva (2014), Fazenda (2014), Henrique and Nascimento (2015), Pacheco, (2015), Santos and Souza (2021), among others. The results found pointed out that the two dissertations analyzed allow a reflection about the practices of the integrated curriculum. The limitations presented in these studies suggest the possibility of changes in teaching-learning practices to strengthen interdisciplinarity and form a subject that thinks and acts beyond the labor market.