Currículo e Educação Profissional: uma proposta curricular para o PROEJA em análise
Resumo
Este artigo analisa o PROEJA - Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos – e sua perspectiva curricular. Analisa as concepções dos docentes do Curso Técnico de Nível Médio em Vestuário na modalidade PROEJA, do Conjunto Agrotécnico “Visconde da Graça” (CAVG) sobre as propostas curriculares desenvolvidas. A pesquisa adota pressupostos da abordagem qualitativa, os dados foram coletados a partir de documentos e entrevistas semiestruturadas com os docentes das áreas técnica e geral do Curso investigado. Os dados foram analisados com base no ciclo de políticas proposto por Ball, o qual se baseia na análise de diferentes contextos: o contexto de influência, o contexto da produção de texto, o contexto da prática. A proposta curricular elaborada pela escola seguiu a ideia de um currículo integrado, conforme proposto pelo Documento Base do PROEJA. O que se pode verificar é que o modelo curricular construído como projeto não trouxe as inovações pedagógicas esperadas, dando continuidade ao modelo disciplinar vigente.
Palavras-chave: currículo; currículo integrado; EJA; Curriculum and Vocational Education: analyzing a curricular proposal for PROEJA
Abstract
This article analyzes the PROEJA – National Program for Integration of Vocational Education with Basic Education for Adult Education – and its curricular perspective, based on the model of Curriculum Integration. It analyzes the point of views of teachers at the Vocational School Visconde da Graça, in particular teachers of the course of Fashion Design, about the proposed curriculum integration. The research adopts a qualitative approach and data were collected in official documents and by means of semi-structured interviews with teachers of both technical and general areas of the course researched. Ball’s Policy Cycle is applied as theoretical framework, which is based on different contexts of policy-making: the context of influence, the context of text production, and the context of practice. The school curriculum project was guided by the tenets of curriculum integration, following the orientations presented in the Official Document of PROEJA. What was possible to find out is that this educational experience in the context of practices does not bring out such expected innovations, perpetuating the traditional curriculum.
Keywords: curriculum; curriculum integration; adult education;
Palavras-chave: currículo; currículo integrado; EJA; Curriculum and Vocational Education: analyzing a curricular proposal for PROEJA
Abstract
This article analyzes the PROEJA – National Program for Integration of Vocational Education with Basic Education for Adult Education – and its curricular perspective, based on the model of Curriculum Integration. It analyzes the point of views of teachers at the Vocational School Visconde da Graça, in particular teachers of the course of Fashion Design, about the proposed curriculum integration. The research adopts a qualitative approach and data were collected in official documents and by means of semi-structured interviews with teachers of both technical and general areas of the course researched. Ball’s Policy Cycle is applied as theoretical framework, which is based on different contexts of policy-making: the context of influence, the context of text production, and the context of practice. The school curriculum project was guided by the tenets of curriculum integration, following the orientations presented in the Official Document of PROEJA. What was possible to find out is that this educational experience in the context of practices does not bring out such expected innovations, perpetuating the traditional curriculum.
Keywords: curriculum; curriculum integration; adult education;