Inglês Instrumental na Educação Agrícola: possibilidades de um currículo integrado

Abstract

An integrated Curriculum encompassing basic and technical education has become a necessity for citizen and worker students’s education within the society and the globalized world they live. In order to practice this integration in Integrated Basic Education into Technical Course of Campus São Vicente do Sul from Instituto Federal Farroupilha–RS, the present research aimed to know the meanings attributed by students of Technical Agriculture Course to the contents and methodologies used in the discipline of English For Specific Purpose, as well as to know the perceptions of teachers of the technical area of the same course in relation to curriculum integration concerning English Language with their disciplines. To achieve these objectives, a qualitative research was conducted. It contained open questions that were applied in two distinct groups: students of third and second grades of the Technical Agriculture Course, and teachers who teach in this course. The research was based on a literature review about Concepts of Integrated Basic Education, Curriculum Theories, (English for Specific Purposes) and Meaningful Learning. From the analysis of the informants’ responses it was possible to verify that the contents taught in English classes are still fragmented, however, the students consider the discipline of English important to understand technical materials in English and they feel the need for integration of this discipline to the technical area to get internships and job offers. In relation to the conceptions of teachers about integration, it can be seen that there is acceptance, however, only two informants had already experienced. Thus, based on the theoretical concepts presented and on the informants’ demonstrations, the importance and urgency of integrated pedagogical actions are highlighted, once that they allow the construction of a curriculum less fragmented and more meaningful to students’ life.