Prática profissional articuladora como possibilidade do trabalho pedagógico na perspectiva interdisciplinar no curso técnico de nível médio em informática integrado do campus Brumado do Instituto Federal da Bahia

Abstract

The interest in studying Professional Articulating Practice arose from the desires, concerns, and perspectives regarding the practical pedagogical action in my daily school life. Aiming to provide and promote dialogue among knowledge, content and disciplines, integrative practices are designed and promoted in order to materialize integrated curricula through varied methodologies in collective work, breaking with the fragmented logic of disciplinary teaching. Aiming to analyze and investigate how articulating professional practices are defined and the possibilities of application in the Integrated High School curriculum from an interdisciplinary perspective, we sought to understand it primarily in institutional documents within the scope of the Federal Institute of Bahia, focusing on the Campus Brumado in the Federal Institute of Bahia, with the teachers of the integrated technician course in IT as participants. As theoretical support, to understand the concepts and principles of Technological Professional Education, it was based on studies by authors, such as Ciavatta, Machado, Moura, Saviani, Ramos, Lopes and others. Based on a applied and qualitative approach, action research guidelines were followed as a methodological procedure, understanding that the theme occupied the universe of events involving human beings, their relationships and everyday realities, with the center of the investigation being the school context.To produce the data, bibliographic research techniques, document analysis and individual interviews with audio recording were used. The treatment and interpretation of the information collected were based on the perspective of Bardin's Content Analysis (2020). The analyzes showed, based on teacher perceptions, the possibility of implementing the integrated curriculum through Articulating Professional Practice in collaborative pedagogical work from the perspective of interdisciplinarity, observing the creation of conditions and improvements in the implementation of pedagogical actions in facing challenges. In order to meet the requirement of the Postgraduate Program and contribute to reflection and dialogue within the articulating professional practice, promoting teaching aimed at the human and integral formation of students, a guiding document was proposed with purposes in the concreteness of the integrated curriculum.