2025-06-162025-06-162022https://repositorio.ifal.edu.br/handle/123456789/976Students graduating from the elementary level in high school face difficulties in learning Curricular Components at a technical level, where more in-depth knowledge about the topics involved is required, revealing a situation that cannot be relegated, nor exempted from its importance. The objective of this work is to identify the difficulties of teaching integrated to professional and technological education, providing more quality and ownership to the guidelines already established in the Brazilian educational system. The qualitative approach was chosen to carry out the work, so that the use of these types of approaches together allows to collect more information and determine a better result. An online questionnaire with objective and subjective questions was applied, voluntarily, through the Google Forms platform, to high school students, aged between 14 and 17 years old, all attending high school, in which 58 students participated. The research results showed that students have difficulties in approaching technical content and in learning together with the components of general knowledge, and that the teacher is not the main reference when they are faced with this situation. However, the results also showed that 72.4% considered that they had a good elementary education and 78.9% think that teachers satisfactorily use resources to teach and the proposed pedagogical strategies are being implemented and reformulated the Pedagogical Projects of the Courses (PPC's) , bringing a more concomitant teaching with a more integrative practice.ptEducação ProfissionalEstratégias PedagógicasDificuldadesAlunosTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO