O CURRÍCULO NUMA PERSPECTIVA INTEGRADA NO CURSO TÉCNICO EM QUÍMICA DO IFRO - CAMPUS JI-PARANÁ
Abstract
The curriculum is often thought of in a plastered way, with no gaps for it to be articulated according to realities. The school needs to be understood as a space of freedom and not as an apparatus for dociling the government. In short, the school curriculum must be a document that allows for flexible changes, proposing parameters that meet the minorities and realities that exist within the classroom. However, when analyzing the training curricula in integrated secondary education courses, it does not always have a legitimately integrated character. Integrating is in fact having a dialogue between the disciplines, demystifying the idea that one can only work on a certain subject in an interdisciplinary way, without integrating it. The integrated teaching curriculum must be treated in such a way as to recognize the forms, models and limits that this document applies, fusing the knowledge applied individually to a dialogue between disciplines. There is no way to have quality education if there is no dialogue between peers. If we analyze the menus, different situations can be seen in which the contents are related in different subjects and sometimes in the same year. If the curriculum were integrated, the same subject could be worked together in the same period in a theoretical and practical way. Thus reducing the workload and activities that students have. Rethinking the curriculum is to understand that the contents, sequence, workload and the structure itself, and the relationship between teacher x student x curriculum, should be the guide for the structure of this document. The challenge is to work the disciplines, relating them through mixed methodologies in which each teacher presents in each discipline. And this implies methodologies that integrate the scientific and technological, social and cultural dimensions, breaking with the vision of fragmentation of technical secondary education.
Keywords: Curriculum, Integrated Teaching, Dialogue.
