PEDAGOGICAL AND CURRICULAR CHALLENGES IN TECHNICAL EDUCATION INTEGRATED WITH HIGH SCHOOL EDUCATION

Abstract

This article analyzes the pedagogical and curricular challenges of integrated technical education in Brazilian high schools, highlighting its relevance in overcoming the historical fragmentation of education. This model seeks to articulate general and professional education, promoting a more comprehensive and critical learning experience. However, its implementation faces significant obstacles, especially in curriculum organization, which often remains fragmented and limits the integration between theory and practice.The study emphasizes interdisciplinarity as a fundamental principle, although it is not yet fully realized in school practices, requiring changes in teaching approaches and collaborative work among educators. Teacher training is identified as a major challenge, as many educators lack preparation to work within integrated frameworks. Additionally, inadequate working conditions, such as excessive workloads and limited infrastructure, hinder the development of innovative pedagogical practices.The integrated curriculum is presented as a central element, aiming to connect scientific, technical, and cultural knowledge in a contextualized way. Teaching practices must move beyond traditional methods and adopt more participatory and problem-based approaches. The role of school management and collective planning is also highlighted as essential for successful implementation.In conclusion, despite existing challenges, integrated technical education holds strong potential to foster critical and autonomous individuals. Its success depends on public policies, teacher appreciation, and institutional commitment.