Do currículo concomitante ao currículo integrado: o caso de Satuba

Abstract

This work is an investigation of the integrated curriculum developed at the Federal Institute of Education, Science and Technology City Satuba - Alagoas. This is a case study of ethnographic, developed through a qualitative approach, whose problem was to identify how we implemented the integrated curriculum technical level of the course of Agriculture. The unfolding of this problem involved the analysis of the integration plan over the documentary about the optics faculty and bottlenecks and their possible implications for the institutional aspect. The subjects who participated in the study were teachers of the Middle Level Technical Course in Farming and managers and technical education. Everyone involved participated voluntarily. The analysis of curriculum integration was based on Basil Bernstein (1996). The objectives were to identify whether the changes that occurred in the curriculum have favored an integrated curriculum in EAFS; identify what the vision of the teacher and from the managers about the integrated curriculum, identify the possible barriers to implementing na integrated curriculum. The concept of integrated education in this Background Document concerning integration is that general education will become an inseparable part of professional education. The conclusion I reached is that in this particular school to little or no integration.