Moda e cultura: saberes profissionais em diálogo com a Educação Profissional e Tecnológica

Abstract

The research developed within the scope of the Professional Master’s Program in Professional and Technological Education (ProfEPT/IFPI), Parnaíba Campus–IFPI, is linked to the research line Educational Practices in Professional and Technological Education (PTE) and to Macroproject 3 – Educational Practices in the Integrated Curriculum. It investigated Integrative Professional Practices (IPPs) as a strategy to understand Fashion as a cultural and social phenomenon in the Technical Course in Fashion Production integrated with Upper Secondary Education at CEEP José Pacífico de Moura Neto. Inserted in the context of Professional and Technological Education (PTE), whose conception is grounded in the principles of integral human education, work as an educational principle, interdisciplinarity, and research as a pedagogical principle, the study sought to analyze how IPPs enhance critical education by articulating theory, practice, culture, and identity. The investigation was guided by the following research question: how do integrative professional practices contribute to understanding Fashion as a cultural and social phenomenon in the Technical Course in Fashion Production integrated with upper secondary education? The general objective was to understand how IPPs contribute to the understanding of Fashion as a cultural and social phenomenon within the context of PTE. The specific objectives were: (a) to investigate students’ perceptions of Fashion as a cultural and social phenomenon; (b) to analyze how IPPs are developed in the course; and (c) to conduct a lecture series that would promote reflection and dialogue on IPPs in the context of Fashion, considering its cultural and social dimensions. Methodologically, this is an applied, descriptive, qualitative study conducted with 30 participants (24 students and 6 teachers). Data were generated through questionnaires and semi-structured interviews, whose responses were analyzed using Bardin’s content analysis, resulting in four categories: Integrative Theory and Practice; Interdisciplinarity; Learning Resources; and Challenges of Curricular Integration. The study included the design and implementation of an Educational Product—a lecture series—aimed at reflection and strengthening of IPPs in Fashion education. The results showed that students recognize fashion as a cultural and social phenomenon capable of expressing identities, forms of resistance, and senses of belonging, going beyond the aesthetic dimension, as well as an element that not only follows social transformations but also actively participates in the construction of cultural meanings. Moreover, regarding the development of Integrative Professional Practices, it was found that they constitute privileged learning spaces, as they enable the articulation between theory and practice, breaking curricular fragmentation and fostering interdisciplinarity. At the same time, the research highlighted challenges to the realization of interdisciplinarity, especially with regard to collective planning and coordination between teachers from technical and general education areas. At the practical level, the study showed that IPPs, when applied in a planned and contextualized manner, promote learning that goes beyond technical mastery, stimulating student protagonism and social engagement. The applied educational product—the lecture series— proved to be a relevant formative action, broadening understanding of IPPs and fostering innovative pedagogical practices. The scientific and educational relevance of the study lies in strengthening dialogue among Professional Education, social sciences, and Fashion, highlighting the potential of integrated education to promote critical awareness, identity, inclusion, and social transformation.