O docente como sujeito lacaniano, suas dificuldades e esperanças na prática do currículo integrado junto ao curso técnico em Agroecologia do Instituto Federal do Amapá – campus Agrícola Porto Grande

Abstract

An integrated curriculum intends a formation of competencies for the exercise of reading the reality of the subject formed beyond what it seems, as well as the capacity of transformation of the environment in which this same subject occupies for its own and social benefit. We are concerned rather with researching the teacher as a Lacanian subject, his difficulties and hopes in the practice of the integrated curriculum with the Technical Course in Agroecology of the Federal Institute of Amapá – Porto Grande Agricultural Campus, which has as its main objective to understand the psychoemotional and educational effects of teachers in the practice or not of the integrated curriculum. For this, the explanatory method was applied, with a qualitative approach, with data analysis based on psychoanalytic theory. The technique used was the individual psychological interview and evaluation of the current curriculum of the technical course of medium level in Agroecology in the integrated form of the Federal Institute of Amapá. This resulted in the finding that the biggest questions that were shown in the research were related to the figure of the father. It was the opposite of what we thought. We are not mistaken, we just follow what usually happens and emphasize that mothers are the ones who most occupy themselves with this role (caregiver) in families, as previously demonstrated in the works of Lacan (1949). However, it is concluded that: although the PPC mentions the proposition of integration and reports its importance based on legislation, it did not go beyond that. With regard to psycho-emotional issues, it was observed that, just as they can hinder the planning and practice of the integrated curriculum, they can also awaken to a positive desire for professional improvement for teaching, teaching in EPT, even more, teaching in EPT based on a curriculum built with the due parts and in an integral way, as was detected in the research, as well as a way of overcoming the difficulties experienced and the possibility of not replicating vile behavior.