PLANNING INTEGRATIVE EDUCATIONAL PRACTICES FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION

ABSTRACT: Thinking about education and its processes is not a simple task, given the large number of resources involved and the complexity of the human being. From the universe of variables that produce the educational process, this text aims to discuss relevant aspects of the planning and organization of educational practices in Professional and Technological Education (EPT), having the integrative perspective and the omnilateral formation of the subjects as references. The methodological route was composed of bibliographical research on the theme, field research with teachers who work in EPT, and analysis and discussion of collected data, according to Bardin's content analysis technique (1977). In theory, during the planning of integrative teaching practices, it is necessary to consider the following elements: collaborative and participatory teaching, involving the other agents of the educational process; linking educational practices, preferably in a contextualized manner, to the reality of the life of the learning subjects; overcoming disciplinarity; taking into account the cyclical and material aspects of the school and students. The data analysis results suggest that the educational practices planned by the interviewed teachers encompass the contextualization and the scenario in which they are executed, the required educational resources, and the relationship between the subject and the course's educational proposal. However, it was found that it is necessary to expand the teachers' perception of the formation process, decentralize the planning of educational practices, advance in overcoming disciplinarity, and also to expand the purpose of the subjects' education beyond professional preparation.

摘要：鉴于教育领域涉及海量资源且人类个体具有复杂性，对教育及其运作过程进行思考并非易事。本研究从影响教育过程的各类变量维度出发，以整合式视角与受教育者的全面发展为研究参照，旨在探讨职业与技术教育（Professional and Technological Education, EPT）中教育实践的规划与组织相关议题。本研究的方法论路径包括：针对该主题的文献研究、对EPT领域在职教师开展的实地调研，以及依据巴丹（Bardin）1977年提出的内容分析法对收集到的数据进行分析与讨论。从理论层面而言，在规划整合式教学实践时，需考量以下要素：涵盖教育过程中其他参与主体的协作式参与式教学；以情境化方式将教育实践与学习者的生活实际相联结；打破学科壁垒；兼顾学校与学生的周期性与物质性特征。数据分析结果显示，受访教师所规划的教育实践涵盖了情境化设计、实践开展场景、所需教育资源，以及学习者与课程教育方案之间的关联。但研究同时发现，仍需进一步提升教师对人才培养过程的认知水平、下放教育实践的规划权限、持续推进学科壁垒的破除工作，并将受教育者的教育目标拓展至职业准备范畴之外。