A interdisciplinaridade e o ensino de Filosofia no contexto do Ensino Médio Integrado no Ifac/Campus Rio Branco

Abstract

This dissertation, developed within the Professional Master's Program in Vocational and Technological Education (ProfEPT), is part of Research Line 1 - Educational Practices in Vocational and Technological Education (EPT) and integrates Macroproject 1 - Methodological proposals and didactic resources in formal and nonformal teaching spaces in VTE. It aims to investigate the possibilities of interdisciplinarity between the teaching of philosophy and the technical course in Computer Networks at the Instituto Federal do Acre (IFAC), Campus Rio Branco, seeking to contribute to the consolidation of interdisciplinary pedagogical practices in Integrated High School (EMI in portuguese). The research, adopting a qualitative approach guided by action research, combined bibliographic review, documentary analysis (of the PPCs - Pedagogical Course Projects), and empirical data collection through teacher interviews, questionnaires, and the implementation of pedagogical workshops with students. Content analysis of the data identified central categories such as curricular fragmentation, philosophy's integrative potential, and resistance to interdisciplinarity, highlighting both the challenges and possibilities of articulating philosophical and technical knowledge. The practical intervention involved the application of three interactive workshops that promoted critical reflection and the connection between philosophical concepts and themes from the digital daily life. The results indicated that students began to value philosophical content more and recognized the importance of interdisciplinarity for better understanding contemporary challenges, although difficulties persisted in transposing abstract concepts into practical situations. As an educational product, an interdisciplinary didactic sequence was developed (attached), which systematizes the experience and provides support for teachers. The research concludes that curriculum integration, mediated by a critical and contextualized philosophical approach, represents a viable path for a more dynamic, reflective, and meaningful teaching of philosophy in the EMI context.