Planejamento pedagógico interdisciplinar na educação profissional técnica no Instituto Federal de Educação, Ciência e Tecnologia de Roraima - Campus Amajari: concepções, desafios e perspectivas

Abstract

Planning is a theoretical methodological process that subsidizes the construction of pedagogical practices through the indissociable assumptions of predicting objectives (intentionalities) and critical reflection. It promotes the triad of planning, execution and evaluation. In line with this process, planning is intrinsic to human activity, and to the educational process. Interdisciplinarity is a latent necessity in the globalized context of contemporary education. It is a principle in the guidelines of professional technical education in secondary schooling as seen in institutional documents of the Federal Institute of Roraima (IFRR). In this sense, this study entitled “Interdisciplinary pedagogical planning in technical professional education at the Federal Institute of Education, Science and Technology of Roraima - Campus of Amajari: conceptions, challenges and perspectives”, has as general objective to discuss the conceptions and challenges of teachers concerning interdisciplinary planning and the „know-how‟ in the pedagogical practice of professional education of technical level at Amajari Campus. In short, this research is characterized as qualitative, with exploratory type, and used documentary analysis and questionnaire, applied to seven teachers (collaborators whose knowledge areas were: humanities and their technologies, natural sciences and their technologies; codes and their technologies, zootechnic and agronomy). They are teachers in the technical courses of Agriculture and Aquaculture integrated to high school that are offered by the campus locus in this study. Concerning the results achieved, the data pointed to concepts that need to be deconstructed and reconstructed regarding interdisciplinary planning. It also pointed to the institutional need to promote dialogues and critical reflection on the challenges to pedagogical practices that were expressed by the participants. Although the institution is on the way to interdisciplinary planning through integrated practices that are promoted, the way to go is long and challenging.