ALMEIDA, Caio Anderson da Silva deCORREA, Angela Nayva da Silva Souza2026-08-272026-08-272026https://repositorio.ifrr.edu.br/handle/123456789/513Vocational and Technological Education, from the perspective of Integrated Secondary Education, is grounded in an educational approach that seeks to articulate general education knowledge with vocational education, overcoming the fragmentation of knowledge and the historical separation between basic education and preparation for the world of work. In this context, the present study aimed to analyze how the principles of integrated curriculum and interdisciplinarity are conceived and expressed in the pedagogical guidelines and practices established in the Course Plan of the Technical Program in Secretarial Studies Integrated with Secondary Education at the Federal Institute of Education, Science and Technology of Roraima (IFRR), Boa Vista Campus. The research is characterized as bibliographic and documentary, adopting a qualitative approach and a descriptive-analytical perspective. The documentary corpus consisted of the Course Plan, approved by Resolution No. 359 of the Superior Council, dated May 10, 2018, and published in IFRR’s Personnel and Services Bulletin No. 32/2018. The analysis focused on pages 244 to 395 of the document and was organized according to three analytical categories: integrated curriculum, interdisciplinarity, and curriculum integration practices. The results showed that the Course Plan presents an explicit conception of comprehensive education and integrated curriculum, as well as providing for interdisciplinary practices, integrative projects, Integrated Professional Practice, technical visits, and integrative teaching activities. However, the findings indicate that the principles of integration are more explicitly expressed in the conceptual and pedagogical guidelines than in the systematization of curricular mechanisms intended for their implementation. Although the document recognizes integration as a continuous process and emphasizes the need for articulation between general and technical education components, no systematic identification was found of integrating themes for each academic year, mandatory articulation among curricular components, a defined schedule for integrative projects, or common instruments for monitoring and assessing interdisciplinary activities. Therefore, the Course Plan provides theoretical foundations and concrete possibilities for the development of an integrated curriculum and interdisciplinarity; however, some of the mechanisms intended for their implementation remain dependent on the planning and pedagogical articulation among curricular components.pt-BREducação Profissional e TecnológicaCurrículo IntegradoInterdisciplinaridadeSecretariadoFormação Integraltcc_especializacaoCIENCIAS HUMANASCIENCIAS HUMANAS::EDUCACAO