This work is based on the line of research “Organization and Memories of Pedagogical Spaces
in Professional and Technological Education”, the bases of which are presented in the
macroproject “Organization and management of pedagogical spaces in EPT”. The objective is
to understand the guidelines and principles in pedagogical planning that can support the
implementation of the integrative project in Cetam's subsequent technical nursing course based
on polytechnic training. As specific objectives, we indicate: a) discuss polytechnic training as
the basis of the integrative project in subsequent education; b) analyze the guidelines and
principles that underlie the pedagogical planning of the integrative project in the subsequent
technical course; and c) prepare a guide containing guidelines to assist the pedagogical planning
of the Integrator Project in a technical course subsequently. The research intention when
entering the Professional Master's Program in Professional and Technological Education was
to develop a study on the possibility of adopting interdisciplinary strategies in planning
educational actions, which enhance students' experiences, collaborative construction,
identification and solving problems inherent to their professional choice, as well as student
leadership in the learning process. To this end, we delimited as the locus of study the Escola de
Formação Profissional Enfermeira Sanitarista Francisca Saavedra, a teaching unit at Cetam, and
we defined as research subjects 15 professionals who work directly in the subsequent technical
nursing course. The methodological approach adopted was qualitative, using documentary
research techniques, literature review, interviews and content analysis. As the final stage of the
research, we built an educational product whose objective was to guide the pedagogical
planning of the integrative project in the subsequent technical Nursing course, from a
polytechnic training perspective. Thus, we found that the implementation of the integrative
project is a possible path, despite some institutional limitations highlighted in the research.
Furthermore, we reinforce the importance of PI in the teaching-learning process, as an
integrated interdisciplinary practice that enhances subject knowledge in all its dimensions.
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