As relações entre teoria e prática no Ensino Médio Integrado: uma análise documental do PPC (2016) e da Resolução n° 204/2024 no curso técnico em Química do IFG - Câmpus Inhumas

Abstract

This study analyzes the relationship between theory and practice in the Integrated Technical Course in Chemistry at the Federal Institute of Goiás (IFG) - Inhumas Campus. The study is motivated by the Supervised Internship course and involves the analysis of institutional documents, such as the Pedagogical Course Project (PPC) (2011) and (2016), the Institutional Pedagogical Political Project (PPPI) (2018), the Institutional Development Plan (PDI) (2012-2016) and (2019-2023), and Resolution nº 204/2024, which establishes new curricular guidelines for Integrated High School. The investigation, of a qualitative documentary nature and grounded in Historical-Dialectical Materialism, highlights the persistence of a dichotomy between theory and practice, with a strong predominance of a technicist and fragmented logic in the current PPC. This work seeks to understand how the PPC (2016) is structured, along with its conceptions and contradictions in light of the institutional documents, and how Resolution nº 204/2024 points to possibilities for a polytechnic, critical, and integrated education that values interdisciplinarity and the articulation between science, culture, work, and citizenship. The analysis is limited to projecting the educational principles and the graduate profile foreseen in the PPC, comparing them from a historical perspective and highlighting the role of Resolution n° 204/2024 as an axis capable of promoting the overcoming of curricular fragmentation and strengthening an omnilateral education, socially committed and aligned with the foundations of Professional and Technological Education.