Concepções do ensino médio integrado no Instituto Federal de Santa Catarina: possibilidades a partir do referencial CTS

Abstract

The present thesis aims to analyze the conceptions of Integrated High School (IHS), at the Federal Institute of Science, Technology and Culture of Santa Catarina (IFSC), from the discourse of the different subjects who work in Integrated Technical Education: teachers, students and pedagogical coordinators. The problem that guided the investigation was: how do the different subjects understand the integration and conceptions of IHS? How can Science, Technology and Society Studies (STS) contribute to the perspective of emancipation and integration, foreseen in the guiding conceptions of the IHS? The repeal of Decree nº 2,208/97 was not sufficient to ensure the integration between the general and professional area, provided for in Decree nº 5,154/04 and in the IHS guidelines and in its National Curriculum Guidelines. According to the specialized literature, what intended was the construction of principles based on an emancipatory conception, with possibilities of integration, in which high school should have the role of relating knowledge with the practice of work. Historically, technical courses present the separation between general and professional education, when considering technical and technological knowledge, displaced from social issues. The investigation was based on historical and dialectical materialism, to understand the contradictions between what is prescribed in the legislation and the practices of the subjects investigated. The results showed that IFSC’s teachers and students understand the IHS far from the conception of integral, unitary education, focused on the reductionist conception of the labor market. We also analyzed the understanding and discourse about the technology relations of the different subjects and the Pedagogical Plans of Courses (PPCs), based on the Content Analysis, based on Laurence Bardin. It was possible to verify that the subjects present different understandings about technology, from the perspective of neutrality, focused only on efficiency and technical effectiveness. It was possible to conclude that the IHS was not effective in the IFSC, and that the conditions of school times and spaces are one of the main challenges that the institution needs to face. It was concluded that the conceptions of the STS could contribute to demystify the traditional conceptions of technology, as well as point to possibilities of an integrated teaching proposal.