Resumo

MELO, MAYARA SOARES DE  e  SILVA, Roberto Ribeiro da. Teachers' conceptions about Integrated Secondary Education and the problem of non-integration. Rev. Diálogo Educ. [online]. 2022, vol.22, n.74, pp.1201-1225.  Epub 19-Nov-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.22.074.ds09.

The article aims to investigate how Integrated High School has been developed in Federal Institutes of Education, Science and Technology, based on the conceptions of teachers who work in Integrated High School to Professional Education. With this, possible implications and difficulties are identified for the implementation of proposals that dialogue with the idea of integration foreseen in the Base Document that guides Integrated High School. The methodological approach was qualitative in nature, being guided by the Grounded Theory. Empirical data were obtained from semi-structured interviews with ten teachers: who work in the so-called Natural Sciences and with those who work specifically in the disciplines of technical training in Federal Institutes located in three regions of the country. The results indicate that there is a tendency towards the development of curricular proposals that assume a traditional perspective, which reflect three aspects: socioeconomic and cultural factors, pedagogical and planning conceptions, and institutional/administrative aspects. Advances towards integration take place from the recognition of the meaning of the proposal and the feasibility of spaces for permanent training for management and teaching staff.

Palavras-chave : Integrated High School; Duality; Professional and Technological Education.

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