<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100128</article-id>
<article-id pub-id-type="doi">10.1590/0102-469836869</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PLANEJAMENTO DE PRÁTICAS PEDAGÓGICAS INTEGRADORAS PARA A EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA]]></article-title>
<article-title xml:lang="es"><![CDATA[PLANIFICACIÓN DE PRÁCTICAS PEDAGÓGICAS INTEGRADORAS PARA LA EDUCACIÓN PROFESIONAL Y TECNOLÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[PLANNING INTEGRATIVE EDUCATIONAL PRACTICES FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[JAILTON RODRIGUES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACIEL]]></surname>
<given-names><![CDATA[EMANOELA MOREIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Parnaíba Piauí (PI)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Pensar a educação e seus processos não é tarefa simples, frente à grande quantidade de recursos envolvidos e, sobretudo, à complexidade do ser humano. Do universo de variáveis que compõem o processo educativo, o presente texto tem como objetivo discutir aspectos pertinentes ao planejamento e à organização das práticas pedagógicas na Educação Profissional e Tecnológica (EPT), tomando como referência a perspectiva integradora e a formação omnilateral dos sujeitos. O percurso metodológico foi composto de um levantamento bibliográfico sobre o tema, uma pesquisa de campo, com docentes que atuam na EPT, e pela análise e discussão dos dados coletados, à luz da teoria previamente levantada, seguindo a técnica de análise de conteúdo de Bardin (1977). Em tese, no planejamento de práticas pedagógicas integradoras, é essencial que sejam contemplados os seguintes elementos: atuação docente de forma colaborativa e participativa, envolvendo os demais atores do processo educativo; vinculação das práticas pedagógicas, preferencialmente de modo contextualizado, à realidade de vida dos sujeitos aprendentes; superação da disciplinaridade; consideração dos aspectos conjunturais e materiais da escola e dos estudantes. Os resultados da análise dos dados indicam que as práticas pedagógicas planejadas pelos docentes entrevistados contemplam a contextualização e a conjuntura de onde são executadas, os recursos didáticos necessários, a relação entre a disciplina e a proposta formativa do curso. Porém, constatou-se que é preciso ampliar a percepção docente sobre o processo formativo, descentralizar o planejamento das práticas pedagógicas, avançar na superação da disciplinaridade e ampliar a finalidade da formação dos sujeitos para além da preparação profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN:  Pensar la educación y sus procesos no es tarea sencilla, dada la gran cantidad de recursos involucrados y la complejidad del ser humano. A partir del universo de variables que componen el proceso educativo, este texto objetiva discutir aspectos para la planificación y organización de las prácticas pedagógicas en la Educación Profesional y Tecnológica (EPT), tomando como referencia la perspectiva integradora y la formación omnilateral de los sujetos. La metodología consistió en levantamiento bibliográfico sobre el tema, investigación de campo, con docentes que trabajan en la EPT, y análisis y discusión de los datos, bajo la teoría planteada, siguiendo la técnica de análisis de contenido de Bardin (1977). Técnicamente, en la planificación de prácticas pedagógicas integradoras, es fundamental que se considere: trabajo docente de manera colaborativa y participativa, involucrando a los demás actores del proceso educativo; vinculación de las prácticas pedagógicas, preferiblemente contextualizada, a la realidad de los sujetos aprendices; superación de la disciplinariedad; consideración de los aspectos coyunturales y materiales de la escuela y los estudiantes. Los resultados del análisis de datos indican que las prácticas pedagógicas planificadas por los docentes entrevistados contemplan la contextualización y la conyuntura local, los recursos didácticos necesarios, la relación disciplina y propuesta formativa del curso. Pero, se encontró que es necesario ampliar la percepción docente sobre el proceso de formación, descentralizar la planificación de las prácticas pedagógicas, avanzar en la superación de la disciplinariedad y ampliar la finalidad de la formación de los sujetos para más allá de la preparación profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Thinking about education and its processes is not a simple task, given the large number of resources involved and the complexity of the human being. From the universe of variables that produce the educational process, this text aims to discuss relevant aspects of the planning and organization of educational practices in Professional and Technological Education (EPT), having the integrative perspective and the omnilateral formation of the subjects as references. The methodological route was composed of bibliographical research on the theme, field research with teachers who work in EPT, and analysis and discussion of collected data, according to Bardin's content analysis technique (1977). In theory, during the planning of integrative teaching practices, it is necessary to consider the following elements: collaborative and participatory teaching, involving the other agents of the educational process; linking educational practices, preferably in a contextualized manner, to the reality of the life of the learning subjects; overcoming disciplinarity; taking into account the cyclical and material aspects of the school and students. The data analysis results suggest that the educational practices planned by the interviewed teachers encompass the contextualization and the scenario in which they are executed, the required educational resources, and the relationship between the subject and the course's educational proposal. However, it was found that it is necessary to expand the teachers' perception of the formation process, decentralize the planning of educational practices, advance in overcoming disciplinarity, and also to expand the purpose of the subjects' education beyond professional preparation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação integral]]></kwd>
<kwd lng="pt"><![CDATA[planejamento]]></kwd>
<kwd lng="pt"><![CDATA[práticas pedagógicas integradoras]]></kwd>
<kwd lng="pt"><![CDATA[educação profissional e tecnológica]]></kwd>
<kwd lng="es"><![CDATA[formación integral]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas integradoras]]></kwd>
<kwd lng="es"><![CDATA[educación profesional y tecnológica]]></kwd>
<kwd lng="en"><![CDATA[integral formation]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
<kwd lng="en"><![CDATA[integrative educational practices]]></kwd>
<kwd lng="en"><![CDATA[professional and technological education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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