Educação profissional e tecnológica no Ensino técnico integrado à Educação básica: caminhos para a integração de saberes e a formação cidadã

Abstract

The article analyzes the importance of the integrated curriculum in Professional and Technological Education (EPT) in Technical Education Integrated to Basic Education, with a focus on citizen education and the articulation between general and specific knowledge. The research seeks to understand how the curriculum can promote the integration of knowledge, contributing to the comprehensive education of students. The central question is: how can technical and general knowledge be integrated in such a way that education goes beyond professional training and also favors students' ethical and civic development? The aim is to understand how the integrated curriculum can contribute to citizen education and the articulation between technical and general knowledge in Technical Education Integrated to Basic Education, specifically in the context of the Federal Institute of Science and Technology of Alagoas (IFAL). The study is based on the Law of Guidelines and Bases of National Education (LDB), National Curriculum Guidelines for Technical Professional Education at Secondary Level, Decree No. 5.154/2004, in the National Education Council (CNE), the Base Document, the Institutional Pedagogical Program Project (PPPI) and the IFAL Institutional Development Plan (PDI). The research highlights the need to overcome curricular fragmentation, aligning professional skills with social and ethical issues. Authors such as Arroyo, Ciavatta, Freire and Ramos underpin the theory, highlighting the importance of teachers and managers in building a participatory educational environment. Carried out at IFAL, the research points to advances in the integrated curriculum, with pedagogical strategies that favor dialogue between knowledge. It concludes that a dynamic and humanizing curriculum prepares students for the job market and, more importantly, for critical and ethical citizenship.