This dissertation entitled "Integration and technical high school: perceptions of students at the Federal Institute of Education, Science and Technology - IFPA / Campus Castlebay," presents guiding question: What students perceive the teaching strategies practiced in the course, which lead to conclusions about achievements and limitations in the operationalization of the
integration of education? Its general purpose is to analyze from the perception of students, the third year of the Integrated Agricultural Technician IFPA / Castlebay if teaching strategies are practiced by enabling teachers operationalize the integration of high school with vocational education. To this end we systematize the guiding principles and fundamentals of the proposed integrated secondary school listed in studies dedicated to the subject, as well as the Base Document MEC (2007). We checked the integrated teaching strategies announced in the
Plan of Integrated Agricultural Technical Course in the IFPA / Castlebay and Pedagogical Reports (2006 and 2007) then analyzed the perceptions of students regarding practices operationalized in that course. In the course theoretical-methodological reference resorted to
adopting the historical and dialectical materialism as a method of data analysis. Data
collection was preceded by a literature review, followed by field research with semistructured
interviews with eight (08) students from three (03) classes of the third year of the course. The results reveal the contradictory terrain on which the school was established
Integrated: The IFPA / Castlebay performed some actions (lectures, discussions and
reflections) through educational meetings for the purpose of inclusion of the proposed
integrated secondary school in that course, but far from purpose for which it was intended;
show up initiatives to link some teachers in the school with the coach through the strategy of
interdisciplinarity. There were limitations that hampered the effectiveness of integrated
education as the juxtaposition of two courses in two shifts with an excessive workload, the
infrastructural resources available restricted practical classes; little interaction between
teachers in the operationalization of integration strategies teaching and non-inclusion of the school community in the construction of the proposed course. As a conclusion we highlight the presence of duality education (general and technical education) in the course and break with this reality requires overcoming several obstacles, among them: The structural and material; modifications in the organizational structure of the institution school; involvement, political commitment and consistent stance of teachers, educational technicians, managers and leaders of federal education networks. The Institute needs to think about the proposal for
continuing education of staff and faculty from the perspective of integrated education,
students need to see, hear them in their training needs, so it is necessary to create strategies for integrating the school community so that they can discuss and organize school actions collectively and build common goals fundamental to the operation of the integrated secondary school.
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