Ensino Integrado: articulações e possibilidades para um currículo pautado no diálogo de diferentes saberes

Abstract

The aim of this study was to analyze the process of developing / implementing integrated educational project between teachers and students of the Technical Course in Integrated Farming to high school ; discuss the dialogical relationship that permeates different knowledge and influence for a reflexive action. The methodology adopts action research was used as instruments for data collection direct observations , audio recordings , questionnaires and interviews . Participated in this research nine teachers and sixty-three students of the second year of the course in Integrated Agricultural Technical High School to the Federal Institute of Rondônia Colorado do Oeste Campus. The results obtained in the study provided subsidies to make some considerations about the contributions and challenges in developing interdisciplinary projects through a dialogic and reflexive action . Analyses revealed that the lack of experience with interdisciplinary nature activities was not an obstacle to the development of the proposal , because despite the difficulties teachers showed up excited , especially when they could articulate the different areas of expertise to the project happen . The excellent results of the evaluation of the learning process of the students showed that although the development interdisciplinary work still signify a challenge for educators , they represent innovative teaching practices , as articulated knowledge of different areas , a fact that contributes to a process of teaching and learning more meaningful .