Estágio curricular consciente: interação teoria e prática no ensino médio integrado do IFMS

Abstract

The Federal Institute of Education, Science, and Technology of Mato Grosso do Sul (IFMS) structures its curriculum to support the holistic development of students, promoting an integration between technical and academic education. This curriculum is designed to emphasize professional knowledge through diverse curricular units that prioritize activities focused on scientific and technological development, with an emphasis on application in the work context. Within this Integrated High School setting, the present study aimed to explore the challenges students face, especially from the third semester onward, as outlined in the Course Pedagogical Project (PPC). The connection between internships, courses, and students is crucial to ensure coherence between theoretical education and professional practice, enabling students to better understand the importance of the Supervised Curricular Internship (ECS). This research aimed to examine, among students eligible for the internship according to each course's PPC, their perceptions regarding the role and objectives of the ECS, as well as to investigate the alignment between theoretical knowledge and practice, and the benefits of the internship within Professional and Technological Education. Data collection involved a semi-structured questionnaire with open- and closed-ended questions, followed by a simplified content analysis based on Laurence Bardin’s method, comprising three stages: pre-analysis, material exploration, and results processing. The findings indicated that the research partially met its general and specific objectives, given the limited diversity of the participant sample compared to initial expectations. However, the educational product developed aims to assist students across all semesters of Integrated High School in understanding the aspects of the ECS, as well as its impact on academic and professional development and the enhancement of socio-emotional skills, fostering a critical profile that prepares students for both further education and the labor market.