Organização curricular do PROEJA no IFPE campus Recife : concepções de professores do curso de eletrotécnica (2006/2010)

Abstract

This text is the final result of the Master's research whose theme was the curriculum organization in the National Program for the Integration of Vocational Education with Basic Education in the Modality of Youth and Adult Education (PROEJA). This work was performed in the Integrated Technical Course of Eletrothecnics -PROEJA, which is offered by Pernambuco Federal Institute of Education, Science and Technology (IFPE), Recife Campus. This study aimed to investigate the teachers‟ conceptions about the curriculum of this course who worked between 2006/2010 in the Integrated Technical Course of Eletrotechnics - PROEJA at IFPE, Recife Campus. It concerned on its curriculum organization and to identify the extent to which teachers conceive the need of building a curriculum for the course itself. This was a qualitative research that included literature review, document analysis and field research. We analyzed the current legislation and institutional documents, such as the implementation of the Curriculum Proposal at IFPE PROEJA and course design for Electrotechnics PROEJA. The main references for the theoretical discussion on the Youth and Adult Education were V. Paiva (1987); Ribeiro (2001); J. Paiva, Machado, Ireland (2007); Oliveira (2008); Rummert and Ventura (2009). Frigotto, Ciavatta, Ramos (2005a); Ciavatta (2005); Kuenzer (2005); Fernandes et al. (2006); Cêa (2007) and Regattieri and Castro (2009) analyzed the relationship on the integrated curriculum, school and work. In Order to meet the specific needs of the Federal Institutes, we used the conceptions of: Guimarães (2008); Almeida (2009); Lopes (2009); Corso (2009); R. Costa (2009); M. Costa (2010) e Galindo (2010). Data collection was done through questionnaires and semi-structured interviews. The results showed that teachers' conceptions of the Integrated Technical Course of Eletrotechnics -PROEJA about the identity of the Curriculum Organization features an understanding of technical and functional training for students. In this perspective, our findings confirmed the assumption that there is not a suitable and collective curriculum for PROEJA, but to some extent, teachers perform curriculum adaptations, in order to meet the specific program. Moreover, the results indicate that the integrated high school is not the most suitable for the provision of PROEJA courses and they propose to offer courses that require prior professional knowledge of students and that the analyzed course must be restructured with emphasis on certain areas related to Electrical performance, as for instance, the Technical course in Building Electrician. The evidence from this study may contribute to possible restructuring curriculum to meet a collective construction, considering the involvement of teachers and students‟ specificity in this program.