Um olhar crítico sobre os modelos teóricos da educação STEAM integrada
DOI:
https://doi.org/10.35362/rie8724634Palavras-chave:
antecedentes teóricos, revisão sistemática, revisão estudo por estudo.Resumo
A sociedade está mudando rapidamente, mas o sistema educacional não está seguindo um caminho paralelo, gerando uma necessidade urgente de renovação educacional. Neste sentido, a educação integrada de ciência, tecnologia, engenharia, artes e matemática (i-STEAM) representa uma abordagem educacional em plena expansão, que é postulada para estar alinhada com as necessidades educacionais da sociedade; prova disso é o aumento contínuo de publicações nesta linha de pesquisa. Há uma clara predominância de estudos empíricos sobre esta abordagem, enquanto sua base teórica é menos desenvolvida, o que levanta um problema na definição de seu potencial educacional. Neste estudo, identificamos e revisamos os diferentes modelos teóricos desenvolvidos para o i-STEAM publicados em revistas de alto impacto com o objetivo de fazer uma reflexão crítica e avaliar o alcance real desta abordagem. Os resultados obtidos mostram que, embora existam alguns trabalhos que mostram aspectos teóricos relevantes, ainda existem poucas estruturas teóricas que fornecem uma base robusta e holística (levando em conta aspectos epistemológicos, psicológicos e didáticos) para o i-STEAM. À luz destes resultados, enfatizamos a necessidade de um trabalho adicional sobre a base teórica desta abordagem, que permitirá aos professores implementá-la de forma eficaz.
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