O ensino de história no Curso Técnico em Agropecuária do Instituto Federal Catarinense Abelardo Luz (2013 a 2018)

Abstract

This undergraduate thesis addresses the teaching of History in the Technical Course in Agriculture at the Federal Institute of Santa Catarina – Abelardo Luz Campus, between 2013 and 2018. The research investigates how the History discipline is developed within the context of Rural Education, anchored in the pedagogy of alternation and in a land reform territory. The study is based on the analysis of institutional documents, such as the Political-Pedagogical Project (PPP) and teachers' work plans, seeking to understand whether History teaching fosters the integration between theory and practice, in dialogue with the students' social and cultural realities. The importance of integrating School Time and Community Time as a central axis of the pedagogical proposal is highlighted, aiming to overcome the historical dichotomy between intellectual education and technical training. The work also emphasizes the role of social movements, especially the Landless Rural Workers' Movement (MST), in the struggle for contextualized and quality education. The research identifies challenges, such as the persistence of fragmented curricular practices and the difficulty of effectively implementing interdisciplinarity. It concludes that History teaching needs to be rethought, seeking greater integration with technical content and valuing students' community experiences to build emancipatory, critical, and socially referenced education.