Resumo

MOTA, Karla Rodrigues  e  ARAUJO, Cláudia Helena dos Santos. TOTALITY OR FRAGMENTATION? THE PRESENTATION OF THE REALITY ON THE INTEGRATED SCHOOL CURRICULUM FROM THE INSTITUTO FEDERAL DE GOIÁS. e-Curriculum [online]. 2021, vol.19, n.2, pp.915-937.  Epub 30-Ago-2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2021v19i2p915-937.

This written work aims at analyzing the presentation of the reality on the integrated school curriculum from the Integrated Chemical Tech Course from the Instituto Federal de Goiás, Anápolis’ campus. Methodologically,based on Ludke and André(1986), a qualitative documental study, whose corpus was constituted by the Course’s Pedagogic Project and the 50 Annual Teaching Plans, was conducted. Anchored on Moura (2007),it sought to comprehend how the elements research, contextualization, interdisciplinarity and flexibility were presented in the documents.It was revealed that the Integrated Chemical Tech curriculum presents an integrated outline, however, on the pedagogic plan, a content disciplinarization prevails.The conclusion indicates that the reality is still presented to the future worker student in a fragmented manner, a factor that overshadows the comprehension of the phenomena and complicates the counter-hegemonic emancipation of this individual.

Palavras-chave : Integrated curriculum; Work; Professional education; Secondary school; Emancipation.

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