Currículo integrado do PROEJA : um estudo dos (des)encontros de várias práticas e saberes

Abstract

This study investigated the Technical Course Crafts, in the form of Youth and Adults, under the National Programme for Integration of Professional Education with Basic Education in the Mode of Education Youth and Adult - PROEJA. The course is offered at the Federal Institute of Education, Science and Technology - IFAL, whose political program is part of the professionalization of the current federal government through the Ministry of Education under the general coordination of the Department of Professional and Technical Education – SETEC / MEC. This research was a case study using documentary analysis, semi-structured interviews and questionnaires with teachers and coordinators IFAL, as well as interviews and questionnaires with students / the need to be involved in this course. The objective was to identify how is the similarities and differences of knowledge and practice in the proposed curriculum integration of PROEJA. The relationship that occurred between the knowledge that part of the curriculum, ie, scientific knowledge and knowledge of the sense common brought up by students / considering the clientele (craftsmen / craftswomen) and the knowledge they bring from their offices. In the case of PROEJA, there is the inclusion of the modality of EJA also going through this curriculum. The curriculum has been grouped into 06 routes, to promote dialogue between disciplines, through the discipline of "Project", which combines technical skills, scientific and practices brought by the / the pupils. The evaluation of board of examiners proposal for the course requires the preparation of a product which should integrate the various knowledge in a challenging and contentious process of creation, (re) signification, research, combining this knowledge to design the craft. This study aimed to discuss the implications of this proposed integration, considering the prevailing model of technological competencies of the institutions and the impacts on education and training of the pupils. The references were Braverman (1977), Harvey (2007), Boaventura de Sousa Santos (1989), Lyotard (1993), Lopes (2005), Macedo (2002).