O projeto integrador como estratégia educacional no curso técnico de nível médio em administração no âmbito do Instituto Federal do Piauí - Campus Corrente

Abstract

The teaching and learning process tends to be more meaningful if it is linked to a reality of schooling structured in a proposal of pedagogical action involving interdisciplinary strategies based on curricular components, so that it strengthens the education of students, as well as potentializing their competences and abilities to deal with the labor world. The model of teaching based on integrative projects, seen as a didactical strategy, translates the possibility of providing the student with several forms of contextualization of a given theme, also establishing a direct relation with theory and practice, using experiences related to the professional education, and integration of knowledge developed in a discipline. Considering the importance of integrative projects and their contribution from the point of view of pedagogy and academic education, this investigation was oriented by the following main objective: to investigate how the integrative project as a professional practice contributes to the integration between theory and practice in situations of experiencing, learning and work in the Technical Course of Administration in High School in the Integrated Form in the Federal Institute of Piauí – Corrente Campus. The research was developed with a pedagogical team, teachers and students of the Technical Course of Administration in High School in the Integrated Form in the Federal Institute of Piauí – Corrente Campus. Moreover, through this research, it was sought to meet the objective of the Graduate Program in Professional and Technological Education – ProfEPT. This research is qualitative and the technical procedure for collecting data were made using two approaches: literature review and empirical research, which were focused on case study. The empirical research was made using different techniques, such as interview and questionnaire. The interview involved the following participants: teachers, managers, pedagogical support technicians, and Office of the Dean for Studies in IFPI. Apart from the stages of investigation, an integrative project was applied as part of the case study. For the evaluation of the educational product (integrative project), a questionnaire was applied with the students involved in this action. Therefore, during the elaboration, execution and evaluation of the Integrative Project developed in this investigation, all the people involved in this proposal took part in a collective work, with the objective of narrowing the relationship between teacher and student, which made it possible to realize a satisfactory process of teaching and learning in relation to the form of learning, which was also originated from the methodology used when the project was applied. Thus, the Integrative Project developed in this investigation, as a pedagogical tool, enabled the interaction between theory and practice, promoted the involvement of teachers and students, and, therefore, it was capable of promoting some advancement in relation to the teaching and learning processes, to the team spirit, to the interdisciplinarity, to the intellectual autonomy and to the discovery and