Análise da disciplina de Língua Portuguesa e Literatura na matriz curricular do Curso Técnico de Nível Médio em Segurança do Trabalho na Forma Integrada - PROEJA do Instituto Federal do Amapá - Câmpus Macapá: na perspectiva de currículo integrado

Abstract

This study analyzes the configuration of the Portuguese Language and Literature discipline in the curriculum of Intermediate Level Technical Course in Occupational Safety in Integrated Form at PROEJA, at the Federal Institute of Amapá (IFAP) – Macapá Campus, investigating whether the discipline is consolidated from the perspective of an integrated curriculum and its contribution to both technical education and students’ human development. The research adopts a qualitative, exploratory, and documentary approach, using the Pedagogical Course Project as the main object of analysis. The data were organized into thematic axes such as curriculum integration, teaching methodology, interdisciplinarity, and relevance to professional training. The theoretical foundation is based on the concepts of an integrated curriculum and work as an educational principle, highlighting the contributions of Antonio Gramsci, Miguel Arroyo, Gaudêncio Frigotto, Marise Ramos, and Maria Ciavatta. The results indicate that, although the integrated curriculum is formally planned within the course structure, its implementation still faces challenges, such as the lack of pedagogical strategies to ensure interdisciplinarity and contextualization of content. It is concluded that the Portuguese Language and Literature discipline plays a crucial role in the integral education of PROEJA students, contributing to the development of communicative and reflective skills essential for professional practice and citizenship. However, its pedagogical approach still requires improvements for the integrated curriculum to be effectively implemented in the analyzed context.