The research on “The integrative project (PI) as an instrument for implementing the integrated
curriculum” aims to analyze whether the PIs contribute to the construction of the integrated
curriculum in high school courses in an integrated way to professional training at IFPA, Campus
Bragança, investigating specifically the integrated technical course of Events. Does this research
intention when entering the Professional Master's Program in Professional and Technological
Education part of the questions of how PIs arise? Are they an attempt to curricularize
interdisciplinarity? And, mainly, how can PIs contribute to the construction of the integrated
curriculum in high school courses in an integrated way with professional training at IFPA, Campus
Bragança? This work is part of the macro project "Organization of the curriculum integrated in the
EPT" of the research line of the program "Organization and management of pedagogical spaces in
the EPT". The qualitative methodological approach used critical action research, with documental
and bibliographic research techniques, interviews, participant observation and roaming diary,
pedagogical workshops and content analysis. The results indicate that the IP emerges as an IFPA
institutional policy for curriculum integration, that the integrated curriculum can be implemented
through the IP, and that the educational product, which is the pedagogical workshop, was
constituted as a space for dialogue and teaching. The conclusions indicate that the obligation to
comply with IP as a curricular component may have a limitation due to compulsoriness, but at the
same time it can be an instrument of implementation of the integrated curriculum. They also
indicate that IP with planning, participatory management of teaching processes and
horizontalization through dialogue leads to an emancipatory and self-forming perspective for all
subjects involved, as it reflects the conceptual basis of Vocational and Technological Education
|
