INTERDISCIPLINARITY AND DIGITAL TECHNOLOGIES IN INTEGRATED TECHNICAL EDUCATION: PERSPECTIVES OF MATHEMATICS TEACHERS

Abstract

This article investigates the challenges and possibilities of implementing an integrated curriculum in Technical Vocational Education at Secondary Level in Federal Institutes in the Northeast region of Brazil, focusing on interdisciplinarity and the use of digital technologies in the mathematics discipline. The research is qualitative, using a bibliographic and documentary review, questionnaires and semi-structured interviews in focus groups with five mathematics teachers. The study examines how pedagogical actions related to the integrated curriculum are implemented, as well as the main barriers and opportunities in teacher training to develop interdisciplinary and technological skills. The results indicate that, although there is recognition of the importance of interdisciplinarity and digital technologies, teachers face significant challenges, such as the lack of specific training and the fragmentation of disciplines, making it difficult to practice these approaches. It is concluded that curricular integration, when aligned with collaborative pedagogical practices and the critical use of digital technologies, can promote a more holistic and relevant education for students. However, to achieve these objectives, it is essential to invest in ongoing teacher training and in educational policies that favor the effective integration between theory and practice, overcoming the barriers that exist in the current context.