This research investigates the implementation of the integrated curriculum in the Integrated
High School with Technical Education at the Federal Institute of Amazonas (IFAM), with an
emphasis on the curricular integration of the English Language in the Information Technology
technical course. The study stems from the observation of curricular fragmentation and
educational duality between English Language and technical subjects, evidenced throughout
the Professional and Technological Education Graduate Program (ProfEPT). Considering the
importance of English in the technology field and the need for an omnilateral education, the
research analyzes how an instructional material can contribute to the implementation of the
integrated curriculum. The methodological approach adopted is qualitative, based on
Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2011), following
three stages: 1) unitization, 2) categorization, and 3) metatext production. Data collection was
carried out through semi-structured interviews with seven English teachers from IFAM and the
analysis of Course Pedagogical Project (PPC). DTA enabled the construction of analytical
categories that revealed structural challenges such as the lack of specific training for teaching
English for Specific Purposes (ESP), the absence of curricular integration, and the
undervaluation of the English Language discipline within the context of Professional and
Technological Education (PTE). Furthermore, it was found that curricular fragmentation and
the lack of interdisciplinary approaches hinder the potential of English language teaching as a
support tool for students’ technical education. In response to these challenges, the Practical
Guide to English for Specific Purposes: Guidelines and Suggestions for Teachers of the
Information Technology Course in Integrated High School was developed, featuring
methodological proposals, pedagogical strategies, and integrative activities to strengthen the
connection between the English Language and the technical components of the course. The
study concludes that the implementation of the integrated curriculum requires continuous
teacher training, student needs analysis, and active methodologies that foster the connection
between English content and the specific demands of the Information Technology technical
course. This instructional material is expected to contribute to overcoming educational duality
and to the development of an integrated and contextualized teaching approach in Professional
and Technological Education.
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