CURRICULUM AND VOCATIONAL EDUCATION

Abstract

This article analyzes the PROEJA – National Program for Integration of Vocational Education with Basic Education for Adult Education – and its curricular perspective, based on the model of Curriculum Integration. It analyzes the point of views of teachers at the Vocational School Visconde da Graça, in particular teachers of the course of Fashion Design, about the proposed curriculum integration. The research adopts a qualitative approach and data were collected in official documents and by means of semi-structured interviews with teachers of both technical and general areas of the course researched. Ball’s Policy Cycle is applied as theoretical framework, which is based on different contexts of policy-making: the context of influence, the context of text production, and the context of practice. The school curriculum project was guided by the tenets of curriculum integration, following the orientations presented in the Official Document of PROEJA. What was possible to find out is that this educational experience in the context of practices does not bring out such expected innovations, perpetuating the traditional curriculum.