Resgate de experiências em uma escola de ensino médio para conhecimento acerca dos desafios na (re)construção de um currículo integrador

Abstract

The following research is an approach to the topic of curriculum, focusing on the possibility of implementing an integrative curriculum proposal. The context is a state high school in the period from 2020 to 2022, during and after the pandemic. This investigative process is linked to a Project called "Challenge faced by Basic Education teachers for the development of their work in times of pandemic as well as after that" (DETRAPAN), an exploratory study with which general data could be collected on the personal and professional situation of teachers throughout the distance learning. The following research was then an unfolding work also coordinated by Dr. Maria Eliza da Rosa Gama, aiming at analyzing the feasibility to implement, maintain or retake an integrative curricular proposal after the changes that have happened due to factors external to the school. The research problem is based on the following question: in what way the facts experienced throughout the changes caused by external factors may contribute in the implementation, maintenance or retake of an integrative curricular practice? This research problem unfolds into three questions: (1) how was the initial curricular proposal of the school characterized; (2) what adaptations were conducted in the curricular proposal with the changes from external factors (restructuring conducted by the Public Department of Education, distance working and the new curricular basis for High School (3) how were characterized the main challenges faced by teachers for the possibility of implementing, maintaining or retaking of integrative curricular practices in regular classes. We consider that the choice of qualitative approach is pertinent, as it was necessary to analyze narratives, descriptions, and opinions of teachers and school managers who will brought to light their experiences and perspectives for the construction of new curricular proposals. The method used is the case study, and the narratives were collected through semi-structured interviews, organized into four topics: (1) data (personal and professional), (2) curriculum proposal before the pandemic, (3) teaching practice and the curricular issue during the pandemic, in online teaching and (4) curricular practice in the return of face-to-face classes. Thus, we aim to have a better understanding of the processes of change that are necessary for an integrative curriculum that pays attention to multiculturalism, for an education capable of forming critical and active citizens. It is intended to seek possible answers to the questions related to the problem that guides this study taking into consideration this broad view obtained through data analysis. And, after these analyses, we concluded that there are possibilities for more integrative practices in the future, rescuing previous experiences, because professors believe that an integrative curriculum is the best way for students to be in the spotlight and become critical and active in the society.