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This qualitative research analyzed secondary vocational education teachers who use motivating pedagogical practices. It seeks to reflect on the possibilities of developing didactics that, although are guided by a traditional and multifaceted curriculum, may encourage critical, creative, and autonomous vocational training, favoring the constitution of an integrated curriculum. The results indicate that the pedagogical practices employed by these teachers are likely to make the relationship between curriculum and school routine a hybrid process, which encourages curriculum integration.

Metodologias ativas e currículo integrado: a travessia para as práticas pedagógicas motivadoras na educação profissional técnica de nível médio