The main purpose of this research was understanding the development context of
the Integrated High School (hereinafter IHS) at the Federal Institute of Education,
Science and Technology of Amazonas, in the perspective of the Middle Level
Technical Course in Information Technology in the Integrated Form of the Manaus
Centro, Coari and São Gabriel da Cachoeira campi, considering the period from
2012 to 2017. We intended to investigate the conception of IHS that permeates the
Pedagogical Projects of the Middle Level Technical Courses in Information
Technology in the Integrated Form of the aforementioned campi. We also intended to
investigate the IHS conception that permeates the pedagogical practice of the
different subjects who work in these courses and to identify what actions the
educational management of IFAM, both systemic and local, has promoted to develop
and enhance the pedagogical practice of the IHS teachers in line with the policies,
conceptions and principles which guide its development in the perspective of Integral
Human Formation. The theoretical pillars of this research process were anchored in
the studies of Araujo (2008), Ciavatta (2010), Frigotto (2005; 2013), Garcia (2009),
Machado (2008; 2010; 2011), Moura (2008; 2010; 2013; 2014), Ramos (2007; 2010;
2011), Santomé (1998), Saviani (2003) and Silva (2013), among others who discuss
the work-education relationship. The social actors of the research consisted of
teachers who work in the general formation and professional formation of the
aforesaid courses; of professionals who work directly in the local pedagogical
management of the above-mentioned campi and of top managers of the Pro-Rectory
of Education whose work is related to the Middle Level Technical Professional
Education (hereinafter MLTPE). As for the methodological course undertaken in this
qualitative research, we gathered the data by conducting documentary research and
by applying online questionnaire. The process of analysis and interpretation of the
data was anchored in the analytical tool of Discourse Textual Analysis by Moraes
and Galiazzi (2016), and resulted in the following categories: IHS in the Pedagogical
Projects of Course; IHS in the experience of the different subjects; and IHS in the
writings and actions of the top management. The research findings suggest that
among the social actor of the research and the analyzed documents, there are
different understandings of IHS conception, which signalizes a partial understanding
of the philosophical, pedagogical, political and methodological proposal of the IHS.
They also suggest that the materialization of the IHS is still partial within the campi,
and that both local management and the systemic macro must develop effective
actions in search of this materialization due to the fact that the actions are configured
as timid and little systematized. In order to change this scenario, it is necessary to
develop continuous and propositional formative processes for the teachers who work
with IHS. Based on this need, the product of this investigation is a formative proposal
for teachers who work with MLTPE and IHS. The proposal was implemented by
means of the moodle platform, configured in a 120 hours Continuous Training
Course for teachers, focused on the IHS theme. This research may influence
positively the attitude towards the materialization of the IHS proposal, giving students
the opportunity to build Integral Human Formation and their political, economic and
cultural citizenship.
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