Planejando o ensino no Projovem urbano: projeto integrador como possibilidade para a formação omnilateral das juventudes manauaras

Abstract

This research was developed within the Professional Master’s Program in Professional and Technological Education (ProfEPT) at the Manaus Centro Campus, under the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (PTE), macroproject 5 – Organization of the Integrated Curriculum in PTE. The study aimed to investigate the orientations and practices of pedagogical work planning in the Projovem Urbano program in Manaus, seeking to elaborate a didactic-pedagogical guide to support pedagogical planning through the integrative project as an articulating element of teaching and the omnilateral formation of youth in Manaus. As a result of this investigation, the guide Planning Teaching in Projovem Urbano was produced to assist teachers’ planning processes, aligned with the specificities and realities of the local youth. The material seeks to broaden teachers’ critical perspective, present the characteristics of the program’s target audience, and indicate the planning of integrative projects as a methodological strategy for achieving omnilateral formation. The qualitative research employed data analysis based on the Núcleos de Significação (Aguiar, 2015; 2021; 2023), allowing an in-depth reading of the observed reality, articulated with political, social, and historical aspects. The results reveal that the planning of the formative process and the paths toward critical and omnilateral formation are conditioned by the contradictions and limits imposed by social reality. It was also found that interdisciplinarity tends to be instrumentalized, reduced to formal requirements detached from its emancipatory intent. Overcoming this logic requires the consolidation of collective pedagogical practices that transcend disciplinary compartmentalization and foster effective articulation among different types of knowledge. Educational planning is weakened by structural barriers, while the emphasis on training solely for labor market insertion results in the reproduction of precarious occupations, undermining the transformative potential of education. The research also highlights limited collective participation in decision-making processes, hindering the construction of contextualized and emancipatory pedagogical practices. Nevertheless, certain events, such as module culmination activities, reveal possibilities for student protagonism and interdisciplinary articulation. In this sense, the strengthening of integrative projects is proposed as a strategy for promoting omnilateral formation.