The intent of this paper is discuss the integrated teaching experience in a rural family house maintained by an organization of rural workers in the Brazilian Amazonia, Province of Gurupá, state of Pará, Which promotes the Integrated Technical Education into basic education focused on high school. This essay is based on the Gramscian Concept of Integrated School. The research sought to identify the knowledge integration strategies used by the school. It has become prominence as a positive educational experience, even with poor infrastructure. Through a study of case it was found teaching strategies based on dialogue, the questioning of knowledge and work situations. The political commitment of students and teachers to the school's pedagogical project with effective daily and community participation in school life constitute the main elements of integrated pedagogical action of that school.
Ronaldo Marcos de Lima Araujo, Universidade Federal do Pará, Brazil
Stream: Education: social and political movements
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