A experiência de integração curricular no Instituto Federal de Educação, Ciência e Tecnologia do Mato Grosso - Campus Cáceres

Abstract

With the Education Reform was inevitable changes in Brazilian schools, especially in the system integrated curriculum of professional education. Such changes call back the changes involved, particularly the teachers, who were forced to rethink their practice and shape their actions in the face of curriculum reform. This study aimed to verify how it was handled by teachers of the Federal Education, Science and Technology Campus Cáceres (IFMT/Campus Cáceres), curriculum integration in the process of restructuring of the educational proposal of technical course in integrated farming to high school and technical course in computer integrated into school. The research was qualitative, descriptive and was used questionnaires, observation, collection of publications and analysis of primary documents produced by the institution to collect data. From the analysis of data collected, we found that IFMT/Campus Cáceres teacher’s practice partially curriculum integration in their school routine and they resist changes proposed by official’s documents. Although they think that the integration of the curriculum is beneficial to the teaching-learning however, they don’t practice due to lack of qualification and discussions about this practice. In view of this analysis, we concluded that the school community should be aware, skilled and able to meet the obligation arising from the essential transversality to operationalize, to implement and to effect the curriculum integration in the practice of teaching IFMT/Campus Cáceres, minimizing the gap between general training and technical training and thus generating considerable advances in the teaching learning.