Ensino médio integrado e formação docente: impasses e proposições

Abstract

Brazilian education presents as a mark the divorce between general education and professional formation, theory and practice. This paper presents the Integrated High School (EMI) as a possibility of over coming this historical duality and discusses the relevance of the training of teachers who work or will work in Professional Education, with emphasis on EMI. The methodology consisted of a literature review. From this, we discuss the grounds on which EMI is based, the challenges to its implementation and proposals for teacher training that enable them to develop practices that promote the articulation between general education and professional formation.