This paper develops the idea that the integrated curriculum and the education of youth and adults, associated with the National Program for the Integration of Vocational Education with Basic Education in the Education of Youth and Adults Mode, act as analyzers, showing how education constitutes and enables the emergence of other forms of educational organization. The proposed curriculum integration contained in this program enables a discussion on how education has organized its relationships, practices, times, and spaces. It also allows discourses that reaffirm the need to adapt 'regular' education projects to the specificities of the education of youth and adults student to be surpassed, questioning other forms of education. Besides questioning the transformative potential of the integrated curriculum, the text examines the reactions and movements arising in clashes between instituted and the instituting, which can either intensify or reduce the critical property of the proposal, seeking to make it equivalent to the already existing social forms. It concludes by highlighting that education, while it owes to the way society is structured the conditions that make it possible, contributes to producing the subjectivities that circulate in this very same society.
Proeja; integrated curriculum; analyzer device