Desafios e perspectivas na condução e materialização do componente curricular Práticas Integradoras nas escolas-piloto do novo ensino médio na Bahia

Abstract

The Integrative Practices curricular component is the flexible part of the Integrated New High School curriculum in Bahia, with the 2019 matrix, and presents itself as a possibility to contribute to the omnilateral formation of students. Therefore, this study aims to develop an educational guide collaboratively based on the research results, envisioning the conduct of the Integrative Practices curricular component in pilot schools of the full-time New High School in the state of Bahia-NTE 09, in a perspective of integral formation. This is a descriptive and exploratory research, with a qualitative approach, using documentary analysis and online questionnaires for data collection, which were analyzed in an interpretive way, based on authors such as Marx, Engels, Gramsci, Ciavatta, Frigotto, Ramos, Kuenzer, among others. Pedagogical coordinators and teachers who teach the Integrative Practices component participated in the research. Although the full-time New High School is not equivalent to the Integrated High School with technological professional education, we sought to approach this theoretical reference and value the autonomy and integral development of the student. It was found that the Bahia Reference Curricular Document (DCRB) and Teaching Plans, bring in their description the dimensions of work, science and culture, focusing on the critical and reflective formation of students. It was also found that entrepreneurship is addressed in a productive way in the DCRB, and that there are no educational policies for integral formation resources. From the analysis of the questionnaires, it was possible to infer that the pedagogical coordinators guide the teachers in relation to the conduct of the component aimed at integral formation and the teachers conduct it contemplating the dimensions of work, science and culture. It was detected that, although one coordinator was unfamiliar with the concept of work as an educational principle, he carried out an orientation action compatible with this principle. Challenges in the implementation of the New High School were identified, such as the lack of practical guidelines, the Integrative Practices component syllabus, infrastructure, and sufficient professionals and didactic materials, but teachers and coordinators pointed out potentialities, such as Cultural Structuring Projects, Science Fairs, Interdisciplinary Actions and School Games that composed the educational product of this dissertation. The educational product, in the form of a guide, was collaboratively elaborated based on the results of this research, and offers practical guidance for the conduct and materialization of the Integrative Practices component and, consequently, for the elaboration of the Teaching Plans of said component. Thus, it is important that the pedagogical work and the Teaching Plans be directed by the omnilateral perspective, to promote the emancipation of the student and his autonomous capacity for expression and transformation of the social reality.