Teacher conceptions about integrated high school in the Instituto Federal de Alagoas

Abstract

This paper analyzes how the teachers of the Instituto Federal de Alagoas conceive the issue of integrated high school and the constitution of the curriculum that meets this demand. It aimed to understand the teachers' perceptions about integrated high school and the integrated curriculum, identifying the strategies used by teachers to promote the integrated curriculum and analyzing their difficulties in establishing it. It was carried out with 23 professors from the Instituto Federal de Alagoas and used bibliographic and documentary research as well as the questionnaire as methodological instruments. The results showed that teachers understand in part what integrated high school is all about and 78.3% use strategies that they believe promote it, although 82.6% have never received training to work with the integrated curriculum. In addition, most are able to establish partnerships with other teachers, even if there is no joint planning between them. This demonstrates the need to use strategies, such as training and workshops, so that teachers have a greater understanding of what the integrated curriculum is and of ways to promote it. It also points to the importance of promoting moments of integration, partnerships and planning among teachers.