Ensino integrado: uma experiência de interdisciplinaridade no curso técnico em edificações integrado ao ensino médio

Abstract

Through this work, we verify how the integration between Physics class and technical courses techniques occurs towards the High School. In order to capture this subject in the college environment, we took as locus investigation the technical Building course integrated to the High School, offered at the Federal Institute of Goias (IFG), Jatai campus. The proposal is justified by the significance of pursuing new ways to promote an integrated Physics education, in which we can take advantage of the structure and the laboratorial resources available for the technical course. Starting from a comparison between the both disciplines syllabus, we came up with a suggested Instructional Sequence, which was performed in an interdisciplinary manner between the technical discipline of Electrical Installations and Physics III. The Instructional Sequence was built along with the Physics professors and the technical faculty, and its application was executed by the own professors. For the methodology, we chose the Action Research, known for being executed in close connection with an action or a group problem solving, and for making possible the interaction between the researcher and the research collaborators. For collecting feedback data we used the observation and survey questionnaire. As a result, we noticed a struggle the faculty had in working the syllabus in an integrated manner. However, the professors did not present any kind of issues regarding Instructional Sequencing and presented a good performance while exposing the Physics content taking into account the Electrical Installations syllabus, showing us that this nature of Instructional Sequence might be a meaningful path for the technical education cohesion to be achieved. In order to think over this subject, we look up for theoretical support in authors that work on a critical concept of Education.