NTEGRATED CURRICULUM AND THE RIGHT TO “BE MORE”:
a course thoughtpracticedthoughtful from EJA-EPT
Curriculum. EJA-EPT. Didactic-pedagogical practices. Emancipation
This thesis investigates the didactic-pedagogical practices that contributed/contribute to the emancipatory process of women-artisans-students in their creations and in their lives. Practices characterized as conscious and interactive actions that seek to organize, optimize and interpret the intentions of an educational project with the aim of transforming and emancipating the subject. It is qualitative research, focusing on the case study and involves the methodological approach in/of/with everyday life and the dialogical theory in Freire (1983). The locus is the Technical Crafts course (CTA) of Youth and Adult Education (EJA) integrated into High School and the formation of Professional and Technological Education (EPT) at the Federal Institute of Education, Science and Technology of Alagoas (Ifal) – Campus Maceió, in the years 2013 to 2024. To this end, we problematize: How the didactic-pedagogical practices of a curriculum integrated into EJA-EPT contributed/contribute to women-artisans-students advancing in overcoming their “limit situations” to achieve the “unprecedented-feasibility” of their creations and, consequently, emancipate themselves as a person and as a professional? Unfolding into the following questions: What tactics were used to break from the “established curriculum” to the “experienced curriculum”? What “limit situations” are overcome to achieve “unprecedented feasibility”? What didactic-pedagogical practices were emancipatory? How does the querying process work? Studies have shown that there is progress in creation and point to new positions for students in the world.