<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000200131</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.55407</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS OFICINAS DE INTEGRAÇÃO COMO PRÁTICA PEDAGÓGICA EM TEMPOS DE INCERTEZA E CRISE]]></article-title>
<article-title xml:lang="en"><![CDATA[THE INTEGRATION WORKSHOPS AS PEDAGOGICAL PRACTICE IN TIMES OF UNCERTAINTY AND CRISIS]]></article-title>
<article-title xml:lang="es"><![CDATA[OS TALLERES DE INTEGRACIÓN COMO PRÁCTICA PEDAGÓGICA EN TIEMPOS DE INCERTIDUMBRE Y CRISIS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spacek]]></surname>
<given-names><![CDATA[Iuri Kieslarck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vitor Gomes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pasqualli]]></surname>
<given-names><![CDATA[Roberta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Santa Catarina - IFSC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Santa Catarina - IFSC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Santa Catarina - IFSC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>65</numero>
<fpage>131</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000200131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A forma de organização curricular escolar vem, historicamente, produzindo a fragmentação do conhecimento sobre os objetos. Nesse sentido, as perspectivas de educação que se pautam em currículos integrados tem se demonstrado espaços privilegiados para o estudo e análise dos objetos enquanto síntese de múltiplas determinações, tornando-se alternativas pedagógicas em tempos de incerteza e crise. Sendo assim, este artigo tem como objetivo discutir as concepção de integração curricular apresentadas pelos estudantes de um Curso de Ensino Técnico em Informática Integrado ao Ensino Médio (CTIIEM) a partir da materialização da prática pedagógica na unidade curricular (UC) de Oficina de Integração (OI). A OI compõe um núcleo comum de UC com carga horária específica de preparação, aplicação, síntese e avaliação coletiva do processo pedagógico. Metodologicamente, trata-se de uma pesquisa exploratória e descritiva, de abordagem qualitativa e dialética, caracterizada como caso de estudo. Foi realizada por meio de pesquisa documental, teórica e análise de dados empíricos coletados com 120 estudantes. Como resultados, destacamse duas categorias de análise: (a) a integração curricular como análise de um tema a partir de conhecimentos científicos distintos e, (b) a integração a partir de processos metodológicos diversificados colocando o estudante como sujeito do processo. Como resultados da pesquisa, considera-se que as duas categorias se conectam e expressam movimentos simultâneos de assimilação ativa dos conhecimentos por meio das Oficinas de Integração (OIs) já que, para os estudantes, as propostas tradicionais de ensino parecem como algo totalmente apartado de sua vida, algo com o qual ele não se identifica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The form of school curricular organization has historically produced the fragmentation of knowledge about objects. In this sense, the educational perspectives that are based on integrated curricula have proven to be privileged spaces for the study and analysis of objects as a synthesis of multiple determinations, becoming pedagogical alternatives in times of uncertainty and crisis. Therefore, this article aims to discuss the curricular integration conceptions presented by students of a Technical Teaching Course in Informatics Integrated to High School (CTIIEM) from the materialization of pedagogical practice in the curricular unit (UC) of Integration Workshop (OI). The OI comprises a common core of UC with specific hours of preparation, application, synthesis and collective evaluation of the pedagogical process. Methodologically, it is an exploratory and descriptive research, with a qualitative and dialectical approach, characterized as a case study. It was carried out through documentary, theoretical research and analysis of empirical data collected with 120 students. As a result, two categories of analysis stand out: (a) curricular integration as an analysis of a theme based on different scientific knowledge and, (b) integration based on diversified methodological processes, placing the student as the subject of the process. As a result of the research, it is considered that the two categories are connected and express simultaneous movements of active assimilation of knowledge through Integration Workshops (OIs) since, for students, the traditional teaching proposals seem like something totally separated from his life, something he doesn't identify with.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La forma de organización curricular escolar ha producido históricamente la fragmentación del conocimiento sobre los objetos. En este sentido, las perspectivas educativas que se sustentan en currículos integrados han demostrado ser espacios privilegiados para el estudio y análisis de objetos como síntesis de múltiples determinaciones, convirtiéndose en alternativas pedagógicas en tiempos de incertidumbre y crisis. Por tanto, este artículo tiene como objetivo discutir las concepciones de integración curricular que presentan los alumnos de un Curso de Docencia Técnica en Informática Integrada al Bachillerato (CTIIEM) a partir de la materialización de la práctica pedagógica en la unidad curricular (UC) del Taller de Integración (OI). OI comprende un núcleo común de UC con horas específicas de preparación, aplicación, síntesis y evaluación colectiva del proceso pedagógico. Metodológicamente, es una investigación exploratoria y descriptiva, con enfoque cualitativo y dialéctico, caracterizada como un estudio de caso. Se llevó a cabo mediante investigación documental, teórica y análisis de datos empíricos recolectados con 120 estudiantes. Como resultado, se destacan dos categorías de análisis: (a) la integración curricular como análisis de un tema a partir de conocimientos científicos diferentes y, (b) la integración a partir de procesos metodológicos diversificados, colocando al estudiante como sujeto del proceso. Como resultado de la investigación, se considera que las dos categorías están conectadas y expresan movimientos simultáneos de asimilación activa de conocimiento a través de Talleres de Integración (OIs) ya que, para los estudiantes, las propuestas de enseñanza tradicional parecen algo totalmente separado de su vida, algo con lo que no se identifica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[politecnia]]></kwd>
<kwd lng="pt"><![CDATA[currículo integrado]]></kwd>
<kwd lng="pt"><![CDATA[oficinas de integração]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[polytechnic]]></kwd>
<kwd lng="en"><![CDATA[integrated curriculum]]></kwd>
<kwd lng="en"><![CDATA[integration workshops]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[politécnica]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios integrado]]></kwd>
<kwd lng="es"><![CDATA[talleres de integración]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref-list>
</back>
</article>
