THE STEAM EDUCATION ALLIANCE AND ACTION RESEARCH IN DISSERTATIONS DEFENDED IN BRAZIL

• Autor(a) principal: Coimbra Filho, Salvino
• Data de Publicação: 2024
• Outros Autores: Ghedin, Evandro, Araújo, Cleusa Suzana O. de, Kalhil, Josefina D. Barrera
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15952
• topic: STEAM/STEM Education; Action Research; Skill development; Educação STEAM/STEM; Pesquisa-ação; habilidades; Educación STEAM/STEM; Investigación para la Acción; Habilidades

This dissertation presents a state of research knowledge at the stricto sensu level that thematizes STEAM Education and uses, in some way, the method of Action Research. Therefore, our orientation is based on the following research question: What do the Brazilian studies, at the master’s and doctoral level, contemplate the theme of STEAM Education and use the method of Action Research reveal? This article is a qualitative bibliographic study. We searched the databases of CAPES and the Brazilian Digital Library of Theses and Dissertations, obtaining 26 productions. Of these Productions, we chose only 04 dissertations for analysis using the content analysis approach, focusing on two specific categories: Framing of Action Research in the research's methodological structure and resignifying science teaching using STEAM/STEM Education. The result shows that stricto sensu investigations on STEAM/STEM Education are still limited in Brazil, mainly focused on Elementary and High Schools. While they address elements of Action Reasearch, they do not adopt this method as the primary foundation of the research. The study describes STEAM/STEM Education as an educational movement that promotes various active teaching methodologies. It suggests that this approach can potentially transform the dynamics of teaching and learning, surpassing the constraints found in traditional methods. Paving the way for a more comprehensive education focused on skill development, representing an intention to change classroom practice.