Ways for the elaboration of the Physics curriculum in Integrated High School: a proposition based on the reality of the technical course in Buildings of the Federal Institute of Bahia

Abstract

This article presents a discussion about the teaching of Physics in spaces of professional technological education and aims to point out ways to elaborate the Physics curriculum in Integrated High School (IHS) courses from the conception of unitary school and polytechnic education. The research is of a qualitative nature and is developed based on the understanding of how Physics teaching is developed in the Integrated Technical Course in Buildings at the Federal Institute of Bahia, based on the analysis the Course Pedagogical Projects (CPP) on the Barreiras, Eunápolis, Feira de Santana, Ilhéus and Salvador campuses, and data resulting from the application of a questionnaire for permanent professors who worked at IHS on any of these campuses between the years 2017 and 2019. What is presented in the CPP together with what the teachers think about for Physics in the IHS, in the light of theoretical references, led the definition of parameters to be used for the preparation of the Physics curriculum. Our proposition is based on: rethink the contents of Physics from less static curricula, maintained the same or larger pedagogical capacity; encourage the cross-disciplinary work as a way to provide curricular integration; and foster the dialogue among the teachers from the different formative cores. This work contributes for the discussion which is still scarce in the Physics teaching, bringing out a dense and wide debate about this subject in the IHS, breaking the line of just pointing out experiences of teaching approaches and methodologies where professional education appears only as a scenario. In the political sphere, it acts in the defense of IHS in the Federal Network, as one of the most successful actions when thinking about public education in Brazil.