Construção de uma matriz curricular integrada para o ensino médio : um caminho para a recontextualização consciente do currículo

The High School curriculum of a major part of the educational institutions is disconnected from the social reality of the community in which these are located. One of the causes of this gap may be related to the passivity which the faculty of these institutions receives and reframes the curriculum guidelines developed jointly by technical groups, federal and state governments and . Part of high school educators have superficial understanding of curriculum concepts and curriculum integration, which restricts these discussions in schools and limits the scope of national and state curriculum guidelines. The guidelines proposed in the latest Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM) show the interaction between the formal knowledge as fundamental to the integral formation of young people. The objective of this study is to report the collective reflective process involved in the construction of curriculum integration points as a first step to building an integrated curriculum for the first year of high school, based on DCNEM and the Currículo em Movimento (curriculum guidelines for the High School in the Distrito Federal) with the participation of teachers and students from a public high school in the Distrito Federal. The methodology used for the study was the collaborative qualitative research, based on the belief that the teacher's voice is valuable and dialogue, inherent characteristic of this methodology, essential to the effectiveness of the process. The space-time of Pedagogical Coordination was chosen for the research, since this is the appropriate place for the development of collective pedagogical planning. The study was conducted during the second half of 2014 and first half of 2015. The weekly course of continuous formation of the Pacto Nacional pelo Fortalecimento do Ensino Médio offered to schoolteachers during part of the research provided us with valuable theoretical contribution. The methodology was developed through the application of an initial survey on the perceptions of teachers about concepts like curriculum and curriculum integration whose answers were transformed into a collaborative text, a questionnaire for students learning about their interests, individual construction by the teachers of a framework in which the possible integration points have been identified and the elaboration of the integrative actions based on answers given by teachers and students to the proposed activities. I emphasize that the research is only an initial step towards an integrated curriculum that values the opinion of teachers and students in the pursuit of integral human formation.