Conceptions and practices of teachers in Professional and Technological Education

the context of Integrated Professional Practiceitle

Abstract

This article aims to investigate teachers' conceptions of Integrated Professional Practice - PPI, which is present in the didactic-pedagogical organization of all integrated technical courses at the Federal Institute Farroupilha - IFFar. Regarding the methodological design, this study is based on the domains of a qualitative approach, with an exploratory and descriptive objective and characterized, in terms of procedure, as a field research, as semi-structured interviews were used, applied to a group of teachers , whose data were analyzed according to Bardin's proposal. The results show a superficiality regarding the concept of PPI and a dissociation of it with the materialization of the integrated curriculum, despite the advances, there is still a strong interference from the disintegrated didactic-pedagogical organization and disciplinary. Therefore, it is essential to invest in the legitimization and strengthening of its essential elements and, at the same time, institutionalize them as epistemological and methodological clues to open up the successful opportunity and the movement to materialize the integrated curriculum through PPI.