Abstract:

The theoretical debate surrounding the implementation of integrated secondary education deserves to be discussed, given that technical education integrated with secondary education - CTE is a type of education that seeks, in addition to overcoming the historical educational duality between vocational and preparatory education, the articulation between science, work, culture and technology, so that this articulation promotes an integrated education capable of leading to the emancipation of students. Thus, this study seeks to analyse internal and external factors in the educational field that may present themselves as conditions for CTE to materialise as an educational proposal that envisages an omnilateral education for students. To this end, the research locus adopted for this study was a municipality in the state of Goiás, in the central region of Brazil, specifically two educational institutions that offer a technical course in computer science integrated with secondary education, one of which belongs to the state education and the other to the federal network.

The methodological procedures adopted to collect and analyse the data were qualitative and case study. Data was collected using a semi-structured questionnaire, validated by experts in the social sciences. The research was approved by the Research Ethics Committee. A sample of 24 participants was obtained, with 13 respondents from institution "1", who received a code, ranging from "1A" to "1M", which generated 13 (thirteen) cases for this institution. For institution "2", 11 (eleven) cases were recorded, i.e. 11 (eleven) respondents, who were given codes ranging from "2A" to "2K".

The form of analysis used by QCA was the fsQCA (crisp set) technique. The data collected was divided into three investigative categories: category 1 analysed the teachers' knowledge of the theoretical-pedagogical conceptions of CTE; category 2 analysed the adoption/use of appropriate pedagogical practices for an emancipatory education project, as envisaged in CTE; and category 3 looked at the possibilities for omnilateral education materialised in CTE, based on the results found in the two categories analysed above.

The results of this analysis elucidate that there is a formalized theoretical-political conception for the CTE proposal, as a teaching modality that seeks to combine vocational education with propaedeutic education, however, in general, this conception is not very incipient among the teachers who work at CTE. Regarding the materialization of pedagogical practices of an integrative nature, it is evident that they are present in teaching practice, which points to the possibility of integrating the axes of science, work, culture and technology, in the institutions researched. It is concluded, therefore, in defense of the initial and continued training of teachers who work at CTE, as a necessary path for the connection between theory and practice to happen and to point out possibilities for omnilateral training of students, at CTE. In this research, the data revealed that there is the possibility of omnilateral training for students, in the CTE of the municipality.

Keywords:

Integrated High School, Integrative Pedagogical Practices, Omnilateral Training, Vocational and Technological Education, Qualitative Comparative analysis.