FATORES DE RISCO À SAÚDE EM ADOLESCENTES DO CURSO TÉCNICO EM AGROPECUÁRIA INTEGRADO AO ENSINO MÉDIO DO INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA BAIANO/IF BAIANO/CAMPUS SENHOR DO BONFIM/BA / HEALTH RISK FACTORS IN ADOLESCENTS OF THE TECHNICAL COURSE IN AGRICULTURE INTEGRATED TO HIGH SCHOOL OF THE FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF BAHIA/IF BAIANO/CAMPUS SENHOR DO BONFIM/BA

The National High School Examination (ENEM) is an evaluative and selective tool for students to enter higher education. The Federal Institutes of Education, Science and Technology (FIs) are institutions created by the Federal government with the objective of training competent professionals. The purpose of this study is to compare the content of the Physics questions of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The teaching of physics in the technical course in Chemistry at IFAP does not present a division that prioritizes the subjects most present in ENEM. ENEM usually contextualizes its questions. This could be a common practice in high school physics, as it would help in your better understanding. In addition, it is necessary not to fragment the content during teaching, nor as its composition with other subjects. The IFAP technical course would not be the appropriate place of study for those who just want to finish high school. The content goes beyond what is required, but with cutouts focused on the technical part, including laboratory practices and strictly technical disciplines. The absence of interdisciplinarity and contextualization makes it difficult to absorb the content, forming students with difficulty in thinking about physics.

Download Full-text

O CURRÍCULO INTEGRADO NOS DOCUMENTOS DO IFRN: PERSPECTIVAS E DESAFIOS

Revista Labor ◽

10.29148/labor.v2i18.33515 ◽

2018 ◽

Vol 2 (18) ◽

pp. 180

Author(s):

José Gerardo Bastos da Costa Júnior ◽

Francisca Leidiana de Souza ◽

Luiz Antonio Da Silva dos Santos ◽

Francisco das Chagas Silva Souza

Keyword(s):

High School ◽

Integrated Curriculum ◽

Science And Technology ◽

Rio Grande ◽

Vocational High School ◽

Curricular Integration ◽

Federal Institute ◽

Political Project ◽

Education Science

Neste artigo, abordamos as perspectivas e os desafios enfrentados pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) para colocar em prática a integração curricular. A metodologia constou de um pesquisa documental na qual foram analisados o Projeto Político-Pedagógico (PPP) dessa instituição e cinco Projetos Pedagógicos dos Cursos Técnicos de Nível Médio Integrados (PPC). Constatamos, no PPP, a preocupação do IFRN em destacar as bases teóricas marxistas em que se assentam o seu currículo. A formação integral e a necessária articulação entre a formação geral e a profissional são ressaltadas ao longo do documento. Entretanto, nos textos dos PPC, embora haja recorrências aos princípios defendidos pelo PPP, em algumas situações percebemos um distanciamento com relação às propostas desse documento que norteia o currículo integrado no IFRN. ABSTRACTThis article approaches the perspectives and challenges faced by the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) that sets in motion the curricular integration. The methodology had documental research that analysed the Pedagogical Political Project (PPP) of the institution and another five Course Pedagogical Projects (PPC) of different Integrated Vocational High School Courses. We perceived, in the PPPs, the concern of IFRN to highlight the theoretical Marxist basis that are present in their curriculum. The integral formation and the necessary articulation between general formation and vocational formation are also highlighted throughout the entire document. Although the PPCs have some recurrences of the principles defended by the PPPs, we also perceived the detachment, in some occasions, from the proposals of the document that supports the integrated curriculum at IFRN.

Download Full-text