Abordagem STEAM para a inovação educacional no ensino de ciências

Abstract

The STEAM approach streamlines the teaching-learning process mediated by educational technologies. Thus, the general objective of this dissertation was to understand the relationship between the development of Technological-Pedagogical Fluency (FTP) and educational innovation in the context of Science Teaching in Basic Education through projects under the STEAM approach. The research was qualitative and adopted the DBR as a methodological basis. The delimitation, organization, data analysis and conceptual synthesis were carried out from the creation of three Cartographic Matrices: the Dialogical-Problematizing Matrix (MDP), the Thematic-Organizing Matrix (MTO) and the Thematic-Analytical Matrix (MTA ). Data were produced through participant observation, application of questionnaires and the development of a STEAM project with two classes from a public Basic Education school. It was concluded that the answer to the research problem is affirmative, that is, the STEAM approach in Science Teaching enhances the development of Technological-Pedagogical Fluency (FTP) and consequently educational innovation. In public Basic Education, the STEAM approach is recent and has not yet been explicitly incorporated into State policies. It is evident that educational innovation with the integration of educational technologies is only possible with the improvement of Technological-Pedagogical Fluency (FTP).