Resumen

MORAES, Caroline Aparecida Sampaio Guimarães de; BORTOLINI, Maria Denise; OLIVEIRAI, Roselene Ferreira  y  DIEMER, Odair. Disciplinary integration in the students’ conception of integrated high school. Rev. Bras. Educ. [online]. 2021, vol.26, e260089.  Epub 16-Dic-2021. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782021260089.

Integrated High School has three basic concepts: inseparability between basic and professional education, integral human formation and integration of general and specific knowledge in the perspective of the social totality, allowing the student to understand that the different fields of knowledge are not independent. This research aimed to analyze the students’ conceptions regarding the integration of the History and Food Conservation disciplines present in the curriculum of the Integrated Technical Course in Food, at Federal Institute of Mato Grosso do Sul (Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul). For the planning of the classes, the methodology of the Pedagogical Moments of Historical-Critical Pedagogy was used and the conceptions of 40 students were assessed using an open questionnaire. 30 students evaluated the proposal positively, 37 reported that it contributed to their learning, 28 said that it facilitated understanding and 37 would like it to be replicated in other disciplines.

Palabras clave : professional and technological education; high school; federal institutes; pedagogical practices; historical-critical pedagogy.

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