Implications of an integrated curriculum proposal in light of Gadamer

Abstract

This experience report presents the implications in the search for the implementation of the project "Middle level technical education: the dialogue between disciplines", developed on one of the campuses of the Catarinense Federal Institute (IFC). The integrated technical course of medium level in agriculture was chosen due to it having a higher supply of vacancies and, therefore, a greater number of classes and professionals of related areas acting. The professors who welcomed the challenge of seeking paths for the integration of knowledge from different areas of expertise planned activities in a joint way, identifying common points. The purpose was to implicate each component in the context of the others, considering its specificities, as a way of valuing the widening of understandings in the search for expanding and merging horizons through dialogue in the context of the course curriculum. The work consisted of a double-handed exercise among professors as the main agents of this proposal, electing the needs of the collective as a priority. This allowed achieving considerable success, because in addition to a differentiated training offered to students, the discussions were also constituted in formative pathways for the professors themselves. Thus, when their results were exposed and presented to the other professionals of the institution, being visited by parents and other students, it was demonstrated that it is possible to make the integrated high school in practice, through the articulation between the technical preparation associated with the possibilities of dialogue and alterity exercises as paths used in the construction of this work proposal.