Integrated pedagogical practices: a confrontation between licensed and bachelor’s teachers

Abstract

Taking Decree nº 5,154, of July 23, 2004, as the starting point for Integrated High School (EMI), we believe that 15 years were not enough for the institutions that make up the Federal Network of Professional, Scientific and Technological Education (RFEPCT) became profoundly experts in pedagogical practices that embody the integration of teaching. In view of this, this article is the result of a research that aimed to investigate, through individual interviews with 16 permanent teachers at IFTM Campus Uberlândia, the concept of EMI, comparing the understandings of bachelor's teachers and licensed teachers. To do this, we focused on analyzing which pedagogical practices they use in the classroom that favor the implementation of EMI, and possible difficulties encountered in this process. The theoretical basis of this article was based on Maldaner (2017), Moura (2008) and Sena e Souza (2023). The interviews were conducted in November 2018, within the physical limits of the campus itself. The 16 interviewed teachers were chosen for convenience and by analyzing their CVs registered on the Lattes Platform, in order to first select those who presented academic training only in a bachelor's degree or only in licentiate degree. As a highlight among the research results, we identified that almost all teachers demand the socialization of successful experiences, encouragement through invitations to participate in joint activities, as well as the willingness of teachers to participate in the reformulation of institutional guidelines, in order to create a more user-friendly bureaucratic infrastructure for the implementation of teaching integration.