A formação de professores dos anos iniciais e a necessidade da abordagem steam no ensino de ciências

Abstract

This dissertation consists of the result of a research process developed with a group of students from the 8th period of the Pedagogy Course at the State University of Amazonas, and brings as justification the problem of rapid technological advancement that has occurred in recent times, demonstrating that this is a determining factor for the development of societies, since its impacts are being observed in all areas, thus interfering in the dynamics of society itself. We problematize the use of the STEAM Approach, its impact on the practice of Natural Sciences teachers and its consequences in the area of Education. We investigated the possibilities of the contribution of the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) in this process. The research had a qualitative focus and was characterized as action research. Based on the theoretical references that supported this research, including the principles of STEAM Education, we conducted a workshop called “The STEAM approach enhancing the Pedagogical Practice of Teachers in the Initial Grades Contributing to the Teaching of Natural Sciences.” This workshop was focused on theoretically and practically deepening the STEAM Approach and its integration with the experience in the Natural Sciences classroom in the initial years. During the workshop, we discussed various experiences to implement practices in the classroom. We seek to dialogue with authors and scholars of these themes, providing reflections on pedagogical practice. Our objective was to provide new perspectives and methodological possibilities, aiming to change attitudes in education. The results obtained indicated the need for greater attention to ensuring adequate working conditions and effective continuous training. This is essential so that both educators and students can become protagonists of contemporary and innovative practices. The future requires increasingly autonomous students, therefore, when articulating the STEAM approach, different knowledge is added, while at the same time providing spaces for the development of skills and abilities, as provided for by the current BNCC. Productions such as this research scope expand the possibilities of new discoveries, allowing participants more dynamism and involvement in the process. Keywords: Digital Technologies. STEAM Education. Active Learning.