2026-07-162026-07-162026-06-26https://repositorio.ifal.edu.br/handle/123456789/3120This study analyzes the curricular organization and pedagogical assumptions of the Course Pedagogical Project (PPC) of the Subsequent Technical Course in Nursing at the Federal Institute of Alagoas (IFAL), Maceió Campus. The general objective of the research is to analyze how the integrative curriculum materializes in the PPC and in the curricular matrix of the aforementioned course, seeking to understand how technical training and integral human formation articulate within the context of Professional and Technological Education (EPT). Methodologically, this is a qualitative research of a bibliographic and documentary nature, with a descriptive and exploratory approach, developed through the cross-analysis of the institutional course plan and the theoretical framework of Historical-Critical Pedagogy and polytechnic education. The results show that the curricular proposal seeks to overcome the historical duality between intellectual and manual labor, establishing Professional Practice and Supervised Internships as integrating and articulating axes of technical- scientific knowledge with the social determinants of the health-disease process, although the documentary analysis also reveals a gap regarding the methodological devices that would secure this integration in the daily practice of the disciplines. It is concluded that the integrative curriculum of IFAL Maceió Campus acts as a tool for social inclusion and critical citizenship development, preparing graduates who are aware of and prepared for the challenges of the Unified Health System (SUS).pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação Profissional e TecnológicaCurrículo IntegradoEnfermagemProjeto Político Pedagógico do Curso - PCCTrabalho de Conclusão de CursoCIENCIAS HUMANAS: EDUCAÇÃO