IFPR PROEJA HIGH SCHOOL AND PROFESSIONAL EDUCATION CURRICULUM

Abstract

This article presents reflections on PROEJA’s integrated curriculum, focusing on its design and implementation in a given reality. The article originates from the master’s PROEJA of the IFPR, and aims to analyze the Pedagogical Projects of the PROEJA Courses of the Federal Institute of Paraná, seeking to identify the elements that enable or hinder the integration of Education Middle with Vocational Education. The methodological approach on which this research is based is qualitative. Therefore, the Pedagogical Projects of the PROEJA courses on the Campo Largo, Colombo and União da Vitória campuses were analyzed, capturing their consonance with what was proposed by the PROEJA Base Document (Decree nº 5.840/06). Data analysis revealed that, although there was a concern to develop an integrated curriculum and the campuses presented in their projects a curriculum concept based on the perspective of integral huma formation, this did not materialize in practice. The curricular integration, idealized in the PPCs, did not reflect on the real developed and may have been one of the reasons that contributed no the high number of dropouts in the Institution, reaching an index of more than 80% of students who dropped out in two campuses.