Resumo

BENFATTI, Xênia Diógenes; VITORINO, Grace Troccoli  e  LEITINHO, Meirecele Calíope. THE ARCHEOLOGY OF CURRICULAR INTEGRATION: HISTORICAL BACKGROUND OF PROFESSIONAL EDUCATION AND ITS INTERFACE WITH THE INTEGRATED CURRICULUM. e-Curriculum [online]. 2018, vol.16, n.3, pp.751-767. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i3p751-767.

In the last decades, the difficulties and conceptual misunderstandings emphasized the fragile identity of Professional Tuition in Basic Education. Thus, the purpose of this paper is reassemble its history and relate it to integrated curriculum, which was developed as part of a PhD research entitled “The Curriculum of the Integrated High School: from intention to accomplishment”, concluded in November 2011. The research conducted for this study was characterized as qualitative and methodologically assumed the aspect of bibliographic, whose defined theoretical categories were: the history of Professional Education; the High School and its connection with education for Work and the integrated curriculum in Professional Education. The research problem was taken up by the question: How does the conception of integrated curriculum emerge in the Brazilian Professional Education? The results indicate that the profile and nuances contained in the history of Professional Education are a significant archaeological support for understanding and analysis of conceptual and structural identity observed in schools today that integrate High School to Professional Education. In conclusion it can be inferred that the resistance, change and conflicts are intrinsically related aspects to the historical past of the Brazilian Professional Education; therefore there is no possibility to analyze the present without relating it to its history.

Palavras-chave : High school; Professional Education; History; Integrated curriculum..

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