INTEGRATED HIGH SCHOOL IN EMERGENCY REMOTE TEACHING AS PERCEIVED BY STUDENTS

Abstract

The main objective of this paper is to analyze narratives about the remote pedagogical work as seen by students attending Integrated High School at two campuses of Federal Institutes situated in the south of Brazil. Studies on Integrated High School and integral human education were the theoretical fields considered in this article. The content analysis was used as a methodological resource to analyze the excerpts. The study identified two analytical categories: performance pressure and lack of motivation. Such categories indicate challenges of pedagogical work for integration developed in the training of young people who consider different formative dimensions favoring engagement and between different knowledge. Finally, it was concluded that, in the analyzed context, learning was limited to a set of isolated contents, which is opposed to the integration process proposed in the creation of the Federal Institutes as a collective construction to be carried out in the school routine.