<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142019000100027</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v19n1.p27-48</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TRABALHO PEDAGÓGICO NA EJA/EPT NA PERSPECTIVA DO CURRÍCULO INTEGRADO]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL WORK IN THE EJA/EPT FROM THE PERSPECTIVE OF THE INTEGRATED CURRICULUM]]></article-title>
<article-title xml:lang="es"><![CDATA[TRABAJO PEDAGÓGICO EN EJA/EPT EN LA PERSPECTIVA DEL CURRÍCULO INTEGRADO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maraschin]]></surname>
<given-names><![CDATA[Mariglei Severo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Liliana Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria Programa de Pós-Graduação em Educação Profissional do Colégio Técnico Industrial ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>27</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142019000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142019000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142019000100027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Desenvolver um trabalho pedagógico integrado na perspectiva do currículo integrado, considerando os sentidos críticos do trabalho e da tecnologia como eixos, tem sido um grande desafio na Educação Profissional. O presente texto visa apresentar e analisar uma realidade de um curso na Educação de Jovens e Adultos integrada à Educação Profissional, na qual os sujeitos do trabalho pedagógico demonstraram assumir os sentidos críticos de trabalho e de tecnologia, na perspectiva do currículo integrado. Foi realizado um estudo qualitativo em seis realidades de Educação Profissional, a partir de grupos focais, com estudantes e com professores do curso PROEJA e entrevista com o gestor do campus. Porém, em apenas uma realidade, ficaram evidentes ações de integração, tendo o trabalho como princípio educativo. Dessa forma, apresentam-se sentidos teóricos do trabalho e da tecnologia no trabalho pedagógico, e o currículo integrado na práxis - uma análise de uma experiência de EJA/EPT. Resultante da pesquisa, considera-se que, para chegar-se à possibilidade de os estudantes também vivenciarem o currículo integrado, são necessários espaços de trabalho pedagógico crítico e coletivo que passam por reuniões pedagógicas e diálogo constante, pela integração da linguagem e pelo compromisso em integrar trabalho e tecnologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Developing an integrated pedagogical work, from the perspective of the integrated curriculum, considering the critical meanings of work and technology as axes, has been a great challenge in Vocational Education. This text aims to present and analyze the reality of a course in Educação de Jovens e Adultos (Youth and Adult Education) (EJA) integrated with Professional Education, in which the subjects of the pedagogical work demonstrate that they have learned the critical meanings of work and technology, from the perspective of the integrated curriculum. A qualitative study was carried out in six Professional Education contexts, through focus groups with students and professors of the PROEJA course and an interview with the campus manager. Such interlocutions indicate actions of integration, with work as an educational principle. Thus, the theoretical meanings of work and technology are presented in the pedagogical work, and the integrated curriculum in praxis. As research conclusions, it is considered that in order to achieve the possibility of students also experiencing the integrated curriculum, critical and collective pedagogical work spaces are needed, through pedagogic meetings and constant dialogue, language integration and a commitment to the integration of work and technology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Desarrollar un trabajo pedagógico integrado en la perspectiva del currículo integrado, considerando los sentidos críticos del trabajo y de la tecnología como ejes han sido un gran desafío en la Educación Profesional. El presente texto pretende presentar y analizar una realidad de un curso en la Educación de Jóvenes y Adultos integrada a la Educación Profesional, en la cual los sujetos del trabajo pedagógico demostraron asumir los sentidos críticos de trabajo y tecnología, en la perspectiva del currículo integrado. Las voces de los sujetos, a partir de un grupo focal con estudiantes y profesores del curso PROEJA y de entrevista con el gestor del campus, indican acciones de integración, teniendo el trabajo como principio educativo. De esta forma, se presentan sentidos teóricos del trabajo y de la tecnología en el trabajo pedagógico, y el currículo integrado en la praxis - un análisis de una experiencia de EJA / EPT. En el marco de la investigación, se considera que, para llegar a la posibilidad de que los estudiantes también vivencien el currículo integrado, son necesarios espacios de trabajo pedagógico crítico y colectivo que pasan por reuniones pedagógicas y diálogo constante, integración del lenguaje y el compromiso de integrar trabajo y tecnología.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Currículo Integrado]]></kwd>
<kwd lng="pt"><![CDATA[PROEJA]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical work]]></kwd>
<kwd lng="en"><![CDATA[Integrated Curriculum]]></kwd>
<kwd lng="en"><![CDATA[PROEJA]]></kwd>
<kwd lng="es"><![CDATA[Trabajo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Currículo Integrado]]></kwd>
<kwd lng="es"><![CDATA[Proeja]]></kwd>
</kwd-group>
</article-meta>
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