Um estudo sobre o processo de construção do currículo integrado do Curso Técnico em Agropecuária do Instituto Federal de Minas Gerais - campus São João Evangelista

Abstract

The present work presents a study about the process of construction of the Integrated Curriculum of the Technical Course in Agropecuária of the Federal Institute of Minas Gerais - São João Evangelista Campus. Thus, the main objective of the research was to identify and analyze the curriculum development process of this course, between the years of 2008 and 2016. It was set up as an empirical and predominantly qualitative research. The choice of time frame was based on the understanding that during this period important changes took place with the creation of the Federal Network of Professional Scientific and Technological Education and the creation of the Federal Institutes of Education, Science and Technology through Law No. 11,892 / 98. The production of data was done through two methodological forms: the first was through Documentary Analysis, and the main documents used were: Colegiado do Minutes of the course, Pedagogical Projects, Minutes of Pedagogical Meetings, Minutes of Meetings of the General Coordination High School and Technical and Teaching Direction and course records documents. In addition to this instrument, semi-structured interviews were also carried out with four lecturers of the course, having as a criterion for selecting participants those who entered the Campus before 2008. The interviews were audio-taped and later transcribed. The instrument of data analysis used was the Indicator Paradigm, proposed by Ginzburg (1989). It is believed that it was possible to elucidate, through this investigation, details of the situations that determined the curriculum of the course between the years 2008 - 2016 and contribute with analyzes that suggested possible changes in the context of this researcher's performance. In the analysis of the data obtained, it is believed that the construction of the curriculum of the Agricultural Technical Course of the IFMG / SJE remained, during the analyzed period, with a structural duality between basic education and professional education.