INTEGRATED CURRICULUM AND ORGANIZATION OF TEACHING PRACTICE: ANALYSIS FROM THE TECHNICAL COURSE IN ENVIRONMENT OF IFMA, BURITICUPU CAMPUS

Abstract

This article analyzes the organization of teaching practice in the context of the curriculum integrated in the Technical Course in Environment at IFMA, Buriticupu Campus. The research, motivated by the author's experience as a teacher at the institution, seeks to understand how teachers articulate their pedagogical practices with the principles of Professional and Technological Education (EPT) and the integrated curriculum. The study highlights the trajectory of EFA in Brazil, from its welfare origin to the search for omnilateral education, and the importance of polytechnics and the unitary school as conceptual bases. The research also addresses the challenges of implementing the integrated curriculum, such as the need for continuing teacher training and overcoming disciplinary fragmentation. From the perception of teachers, the article reveals a scenario of challenges and possibilities in the construction of an emancipatory pedagogical practice, which promotes the integral formation of students and prepares them to act in a critical and transformative way in society.