Chemistry teaching perceptions of students from Territorial Center of Professional Education from Vitória da Conquista/BA

The proposal of the current Brazilian technical education, in its different configurations, is guided by two basic principies: integration and articulation 1. ln this context, the articulation works promoting a better use of the available workload so that there is simultaneously integration between work, science and culture. The Chemistry teaching, included in the three years of secondary education, is restricted to only two in integrated technical education2. Therefore, this study aims to analyze the students perception of this articulation, through the application of a questionnaire directed to the students and the analysis of the course plan and pedagogical project of the institution. To obtain the data, a questionnaire was applied to students from the first to fourth grade of the edification technical course of the Territorial Center for Professional Education, Vitória da Conquista / BA campus. lt was observed, through the analysis of students opinions, a conflict between pedagogy and politics3, in which the curricular change, according to the students perception, generates a disadvantage in relation to the students of the regular high school.