Formação de professores(as) pela abordagem STHEAM (STEAM com H) em aulas práticas de laboratório de ciências do Nuci Clic da Smed-BH

Abstract

STHEAM education (Science, Technology, Engineering, and Arts in the light of the Humanities) is presented as a promising transdisciplinary approach for practical Science classes, standing out for its emphasis on the Humanities and for the reflections it provokes regarding who is recognized as a rights-bearing subject. By addressing issues such as race, gender, sexuality, disabilities, among others, STHEAM expands the STEAM approach and contributes to a more critical, inclusive, and diversity-sensitive education. This research analyzes the perceptions of teachers from the municipal school system of Belo Horizonte regarding the STHEAM approach, based on the professional development program entitled “STHEAM Education in Practical Science Laboratory Classes for the 1st and 2nd Cycle,” which had 146 participants, of whom 53 completed the course. The data were analyzed using Discursive Textual Analysis (DTA), revealing six categories organized into metatexts: (1) Continuing education in the STHEAM approach as an innovative pedagogical alternative in education; (2) STHEAM in relation to accessibility and inclusion of diverse subjects in the school context; (3) STHEAM and ethnic-racial issues in education; (4) STHEAM and issues of gender and sexual orientation in the school context; (5) Difficulties in using the science laboratory as a STHEAM space in schools; and (6) Implementation of STHEAM projects: pedagogical challenges and possibilities. Most teachers perceived the approach as an opportunity for innovation and awareness regarding human and social issues, especially in relation to people with disabilities (PwDs), recognizing its potential to promote the humanization of pedagogical practices, critical thinking, creativity, problem-solving, and the conscious use of technology through the integration of narratives in a transdisciplinary perspective, preparing students for the challenges of the 21st century. Participants also pointed out challenges, such as the need for specific teacher training, curriculum adaptation, a shift in the mindset of school administrators and educators regarding technologies and Humanities-related issues, and the limited availability of technological resources, highlighting the urgent need for greater public investment in technology and innovation for both students and teachers.