O ensino da língua inglesa no curso de informática no contexto da Educação Profissional Técnica de Nível Médio (EPTNM): um olhar para o currículo integrado

Abstract

This research investigates the implementation of the integrated curriculum in the Integrated High School with Technical Education at the Federal Institute of Amazonas (IFAM), with an emphasis on the curricular integration of the English Language in the Information Technology technical course. The study stems from the observation of curricular fragmentation and educational duality between English Language and technical subjects, evidenced throughout the Professional and Technological Education Graduate Program (ProfEPT). Considering the importance of English in the technology field and the need for an omnilateral education, the research analyzes how an instructional material can contribute to the implementation of the integrated curriculum. The methodological approach adopted is qualitative, based on Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2011), following three stages: 1) unitization, 2) categorization, and 3) metatext production. Data collection was carried out through semi-structured interviews with seven English teachers from IFAM and the analysis of Course Pedagogical Project (PPC). DTA enabled the construction of analytical categories that revealed structural challenges such as the lack of specific training for teaching English for Specific Purposes (ESP), the absence of curricular integration, and the undervaluation of the English Language discipline within the context of Professional and Technological Education (PTE). Furthermore, it was found that curricular fragmentation and the lack of interdisciplinary approaches hinder the potential of English language teaching as a support tool for students’ technical education. In response to these challenges, the Practical Guide to English for Specific Purposes: Guidelines and Suggestions for Teachers of the Information Technology Course in Integrated High School was developed, featuring methodological proposals, pedagogical strategies, and integrative activities to strengthen the connection between the English Language and the technical components of the course. The study concludes that the implementation of the integrated curriculum requires continuous teacher training, student needs analysis, and active methodologies that foster the connection between English content and the specific demands of the Information Technology technical course. This instructional material is expected to contribute to overcoming educational duality and to the development of an integrated and contextualized teaching approach in Professional and Technological Education.