Currículo do ensino médio integrado: atos de currículo no atendimento de sujeitos do campo em uma escola de Sapeaçu/BA

Abstract

The present research aimed to analyze how the teachers of the Territorial Center for Professional Education, in Sapeaçu/BA, produce curriculum' acts in the Integrated High School to serve the subjects of the countryside. Some studies point to the difficulties and contradictions found in the process of effective implementation of the integrated curriculum, demonstrating that the actors/authors of the school units are of paramount importance for the curricular weaving, as it is a collective construction and concerns processes of recontextualization and reterritorialization of the same. Thus, the long path between the prescribed and the experienced curriculum is indisputable, and it is necessary to understand it as a device intrinsically linked to the praxis of the subjects involved with it. In this sense, when proposing a study of the integrated curriculum, whose specificity is the service of rural subjects, we need to make our eyes sensitive to the “curriculum acts” of the unit's professors, in their curriculating experiences.Thus, this study was based on the contributions of Roberto Sidnei Macedo, Marise Ramos, Roseli Caldart, Miguel Arroyo, Gaudêncio Frigotto, among other authors who discuss Rural Education and the integrated curriculum. In order to understand this dynamic, this study focused on collaborative research, in order to encourage teachers' reflections on the curriculum, while identifying their curricular concepts and perspectives, in addition to providing opportunities for training through dialogic construction. We used document analysis to understand the curricular guidelines enshrined in the school's Political Pedagogical Project, bearing in mind the subjects of the countryside. In addition, the conversation circles were used to know the conceptions of the teaching staff as instituting a curriculum of Professional Education. It was observed with this study that there is recognition of the need to establish a dialogue between the curriculum and the specificities of the communities served, this sometimes occurs through contextualizations and exemplifications, however this practice comes up against the distance between teacher training and the ignorance of the reality of the multiple communities served by the school unit. In addition, it was possible to observe that the implementation of the integrated curriculum needs to be articulated from a new paradigm of teacher training, which understands the dynamics of the particularities and the totality of the studied phenomena, so that this training reverberates in the institution of curricula where the knowledge are organized in a relational way and can consider the materiality of the students' lives, more specifically the peasants.