Sobre o processo de construção de um “inédito viável”: sentidos do currículo integrado IFPB campus de João Pessoa (2004 - 2014)

Abstract

With the objective of investigating the implementation of the Integrated Curriculum at the IFPB - Campus of João Pessoa, in the 2004-2014 period, this thesis is guided by the following research question: what hinders the implementation of the Integrated Curriculum at the IFPB? In pursuit of this answer, the investigative course was undertaken, starting from the assumption of the existence of several factors that hamper this implementation in the technical courses. In the light of this perspective, the purpose to understand the relationship between the meanings attributed to the Integrated Curriculum by the IFPB teachers and the plurality of factors involved in the implementation process was consolidated, aiming to identify both the indicators that block this process as well as those which change it. To explain the nature of this relationship, the comprehensive interview method was used, choosing, as theoretical and methodological principles, the multireferentiality, configuration / interdependence, social sense, identity / alterity relation and implication. It was decided to apply this methodology considering the fact that the comprehensive interview would enable, through the teachers´ statements and their intersubjectivities, the suitable interpretation of the senses revealed by their actions. The presented results from the teachers' statements led to the following finding: although the IFPB has developed a set of pedagogical activities that aimed at Curricular Integration, it had to deal with several restraints related to this curricular modality implementation, such as the lack of clarity regarding the concept of curricular integration and of systematization continuity of this process, of the Institute´s organizational and pedagogical structure, of the teaching culture, of teacher training, among other factors, which also constituted obstacles; and this rightly refers to the thesis that now is presented. All this, finally, strengthens the belief that this piece of research may contribute to new ways of promoting Curricular Integration within the Federal Institutes.