Ensino médio integrado: reflexões e possibilidades no contexto da Matemática no Curso Técnico em Agropecuária do IFMG-SJE

Abstract

This research aimed to identify if Mathematics can be configured as a propulsive area for the accomplishment of curricular integration in the IFMG / Campus São João Evangelista Agricultural Integrated Technical Course. The methodology was based on the qualitative approach, with bibliographical and documentary researches, besides the data collection through the application of questionnaires and interviews with the purpose of analyzing the understanding of the students, teachers and managers of the intuition regarding the possibility of Mathematics in the promotion of integration curricular. It was also sought to identify the main reasons that challenge the effective implementation of the integration of Mathematics in CTIA. With the questionnaires and interviews the need for the learning of Mathematics was evidenced in an integrated way, since this science is interconnected to several disciplines of the professional formation. A survey of topics / mathematical contents within the Integrated Technical Course in Agriculture that subsidize a proposal of curricular integration was carried out; and together with the forms of insertion of these contents, will be taken as a suggestion for the development of the CTIA in an integrated way. It was concluded that Mathematics can become a motivator in the CTIA curricular integration, since the course context develops in a field that constantly needs to use Mathematics. However, faced with the difficulties of the students in this science and of the teachers in working on integration, it should be emphasized that there is a need to prepare the students and teachers for the integration to be realized effectively.