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Integrated Curriculum and Pedagogical Practices in the Federal Institutes (Ifs): Mapping Researches in Databases Abstract: This article focuses on the part of an investigation being carried out at the Universidade do Vale do Taquari. It aimed to map researches about curriculum and integrating pedagogical practices in the Federal Institutes of Education between 2014 and 2018, through qualitative approach and documentary analysis. Four sources for information collection were chosen: the Database with Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), CAPES Journal Portal, the Group of Study and Research on Work and Education (GEPTE) and a work released in the 1st National Seminar for the Integrated Secondary School, which presents research in the Federal Network, in distinct states of Brazil. The material analyzed allows us to conclude that a variety of practices may depict curriculum integration, in light of diverse theoretical perspectives, as well that numerous integrating alternatives were evidenced in various pedagogical experiments. Keywords: Integrating Practices. Federal Institute of Education. Secondary School.

Currículo integrado e práticas pedagógicas nos IFs: mapeamento de pesquisas em bases de dados