A CONSTRUÇÃO DOS PROJETOS INTEGRADORES NOS CURSOS DE ENSINO MÉDIO INTEGRADO À EDUCAÇÃO PROFISSIONAL DO INSTITUTO FEDERAL DE SANTA CATARINA - CAMPUS SÃO JOSÉ

Abstract

The article is the result of the experience with Integrative Projects at the Federal Institute of Santa Catarina - Campus São José in the context of two Integrated High School courses, Telecommunications Technician and Refrigeration and Air Conditioning Technician. It presents a synthesis of the work carried out between public agents, professors as well technicians, and students from 2017 to the present. Establishes relationships between current educational policies relating to the High School Reform (law 13,415/2017), National Common Curricular Base (2018) and its developments; and the institutional policies developed from 2021 onwards with the aim of strengthening the foundations of the integrated curriculum and the modality at IFSC. It presents resistance strategies in the face of curricular fragmentation processes that aim to remodel the curriculum based on the interests of flexible capital and presents Integrated High School with a political-pedagogical conception that goes against the intentions proffered by business education reformers. The methodology adopted is based on everyday practice in the classroom and the analysis of current curricular documents and regulations.

Keywords: Integrated High School; Federal Institute of Santa Catarina; Integrative Projects.