Developing an integrated pedagogical work, from the perspective of the integrated curriculum, considering the critical meanings of work and technology as axes, has been a great challenge in Vocational Education. This text aims to present and analyze the reality of a course in Educação de Jovens e Adultos (Youth and Adult Education) (EJA) integrated with Professional Education, in which the subjects of the pedagogical work demonstrate that they have learned the critical meanings of work and technology, from the perspective of the integrated curriculum. A qualitative study was carried out in six Professional Education contexts, through focus groups with students and professors of the PROEJA course and an interview with the campus manager. Such interlocutions indicate actions of integration, with work as an educational principle. Thus, the theoretical meanings of work and technology are presented in the pedagogical work, and the integrated curriculum in praxis. As research conclusions, it is considered that in order to achieve the possibility of students also experiencing the integrated curriculum, critical and collective pedagogical work spaces are needed, through pedagogic meetings and constant dialogue, language integration and a commitment to the integration of work and technology.