Romance entre uma concepção inclusiva e um currículo (que deveria ser) integrado

Abstract

Fruit of the desire of the School Curriculum port is included for the largest possible number of students, this work brought to understand the conceptions of curriculum integration of the actors of education: teachers, managers and other servers IFNMG / Campus Salinas. To this end, we seek grounding in theories of curriculum writers like Silva (2009), Macedo (2009), Sacristan (2007, 2008), mainly highlighting the weight of contexts and historical influences on the Curriculum and Professional Education. To this end we put these concepts into dialogue with the curricular practices of our teachers, immersed in complex social reality and school as assume (Morin, 2009). In philosophical terms we use the concept of work given by Hanna Arendt (2010) to construct a concept of integrated curriculum that articulates work and study, theory and practice, which in our view would more useful and meaningful and therefore truly integrated . As the main research strategy, we seek to experience and observe the coexistence of these actors in school spaces, defined as networks soaked diversity (Ferraço, 2003). Under such epistemological concept, the research with everyday, we understand the supposed conceptual moorings of education under which the acts are fragile curriculum, but also the strength of its actors to those forces. This option also occurred as a conceptual transition, moving away from absolute truths of scientism, as he dazzles the possibility of conceptual reconstruction and reinvention didactic constant, which seemed more suitable for educational research. (ALVES, 2001). Therefore, for this study we made use of instruments such as questionnaires and interviews, while the approaching information and clues collected and received through observations, reports and informal conversations, nurtured during visits to sectors IFNMG / Campus Salinas. These opportunities, we list conceptions and experiences that highlight curriculum integration, while absorbing classical conceptions about the curriculum, but also the strength of the actors to develop new educational alternatives and actions of teaching and learning. From our observation it was possible to realize important teaching strategies, created by educational actors, but also the need for spacetimes of study, reflection and mentoring on the subject and its consequences, namely, management, participation in school life, democracy, inclusion and diversity, are widely discussed in the expectation of emancipatory education. Through questionnaires and interviews, intend to identify the concepts, practices and alternative curriculum integration, prevalent among teachers, administrators and other staff involved directly or indirectly, in the teaching of this campus. Finally, bringing such information to considerations of scholars and researchers on the theme of curriculum integration like the author Jurjo Santomé Torres (1998), we seek to set up a conception of curriculum integration, while the identity of the actors and institutions surveyed, including their needs, perspectives and expectations.