Abordagem STEM: o desafio do seu planejamento e implementação na educação profissional de ensino médio
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Data
2020-12-18
Autores
Orientador
Carreira, Susana Paula Graça
Banca
Amado, Nélia Maria Pontes
Neide, Italo Gabriel
Bisognin, Eleni
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Resumo
A abordagem STEM busca desenvolver o ensino, integrando experiências, interpretações e reflexões em torno de situações reais do cotidiano. Este estudo objetivou investigar como a abordagem STEM pode contribuir na articulação entre a formação geral e a formação técnica profissional de nível médio. Foram estabelecidos os objetivos específicos: Discutir as possibilidades para a integração entre as diversas áreas do conhecimento proposta pela Base Nacional Comum Curricular do Ensino Médio; Estimular a abordagem STEM em uma situação problema dentro da proposta do novo Ensino Médio em um curso Técnico em Eletrotécnica; e Descrever os desafios e oportunidades do processo de ensino/aprendizagem por meio da abordagem STEM. A metodologia de pesquisa foi de natureza qualitativa, sendo o estudo desenvolvido com alunos da 1a série do Ensino Médio do SESI da cidade de Pimenta Bueno, em Rondônia. Foi desenvolvido uma situação de aprendizagem designado por tema O Mundo do Trabalho na Indústria, em conjunto com os professores das áreas de conhecimento propostas pelos Novo Ensino Médio integrado ao curso Técnico em Eletrotécnica. A proposta envolveu o planejamento e implementação de aulas e atividades com base na abordagem STEM. O projeto envolveu o uso de Arduino Leonardo, visita técnica a uma usina hidrelétrica, tendo como desafio propor resoluções de problemas reais. Os resultados evidenciaram que o SESI/SENAI está em processo de adaptação ao Novo Ensino Médio proposto pela BNCC, dado que utilizou a Metodologia SENAI de Educação Profissional (MSEP) e utilizou a abordagem STEM para promover a construção do conhecimento dos alunos da turma em estudo. Foi possível perceber que a aplicação de uma abordagem STEM contribui para a interlocução entre as áreas de conhecimento e traz maior protagonismo dos alunos na construção do próprio conhecimento; além disso, incentiva os alunos para que sejam críticos e profissionais competentes na busca de soluções para em suas futuras atividades de trabalho. A visita técnica desafiou os alunos no entendimento entre ciências, meio ambiente, tecnologia, matemática, física, linguagens, provocando no aluno uma atitude proativa. Na atividade prática, com uso do Arduino Leonardo, percebeu-se a autonomia dos alunos para a realização dos desafios, o engajamento no trabalho em equipe, a compreensão dos problemas, o envolvimento para encontrar as soluções, a construção de um pensamento crítico diante das ações necessárias com base na interação com ambientes não-formais de aprendizagem, visando diminuir o consumo de energia. Por fim, percebeu-se a contribuição da abordagem STEM para o ambiente escolar, na educação de cidadãos críticos e preparados para o mercado de trabalho, ao mesmo tempo que constroem sua autonomia para alcançar as metas de seu conhecimento.
The STEM approach seeks to develop teaching by integrating experiences, interpretations, and reflections around real everyday situations. This study aimed to investigate how the STEM approach can contribute to the articulation between general formation and the technical vocational high school education. The specific objectives were established: To Discuss the possibilities for integration among the various areas of knowledge proposed by the Common National Curricular Base for High School; To stimulate the STEM approach in a problem situation within the proposal of the new High School in a Technical High School course; and to describe the challenges and opportunities of the teaching/learning process through the STEM approach. The research methodology was qualitative in nature, and the study was developed with students from the 1st grade of high school at SESI in the city of Pimenta Bueno, in Rondônia. A learning situation was developed with the theme The World of Work in Industry, together with the teachers of the areas of knowledge proposed by the New High School integrated to the Technical Course of Electrotechnics. The proposal involved planning and implementing lessons and activities based on the STEM approach. The learning situations involved the use of technologies with the challenge of proposing solutions to real problems applied to the industry. The results showed that SESI/SENAI is in the process of adapting to the New High School proposed by the BNCC, given that it used the SENAI Methodology of Professional Education (MSEP) and used the STEM approach to promote the construction of knowledge of students of the class under study. It was possible to notice that the application of a STEM approach contributes to the dialogue between the areas of knowledge and brings greater protagonism of the students in the construction of their own knowledge; moreover, it encourages the students to be critical and competent professionals in the search for solutions for their future work activities. The technical visit challenged the students in the understanding between science, environment, technology, mathematics, physics, languages, awakening in the student a proactive attitude. In the practical activity, with the use of the Arduino Leonardo, the autonomy of the students to carry out the challenges, the engagement in teamwork, the understanding of the problems, the involvement to find solutions, the construction of a critical thinking in front of the necessary actions based on the interaction with non-formal learning environments was noticed. Finally, the contribution of the STEM approach to the school environment was perceived, in the education of critical citizens prepared for the World of Work in Industry, while building their autonomy to achieve the goals of their knowledge.
The STEM approach seeks to develop teaching by integrating experiences, interpretations, and reflections around real everyday situations. This study aimed to investigate how the STEM approach can contribute to the articulation between general formation and the technical vocational high school education. The specific objectives were established: To Discuss the possibilities for integration among the various areas of knowledge proposed by the Common National Curricular Base for High School; To stimulate the STEM approach in a problem situation within the proposal of the new High School in a Technical High School course; and to describe the challenges and opportunities of the teaching/learning process through the STEM approach. The research methodology was qualitative in nature, and the study was developed with students from the 1st grade of high school at SESI in the city of Pimenta Bueno, in Rondônia. A learning situation was developed with the theme The World of Work in Industry, together with the teachers of the areas of knowledge proposed by the New High School integrated to the Technical Course of Electrotechnics. The proposal involved planning and implementing lessons and activities based on the STEM approach. The learning situations involved the use of technologies with the challenge of proposing solutions to real problems applied to the industry. The results showed that SESI/SENAI is in the process of adapting to the New High School proposed by the BNCC, given that it used the SENAI Methodology of Professional Education (MSEP) and used the STEM approach to promote the construction of knowledge of students of the class under study. It was possible to notice that the application of a STEM approach contributes to the dialogue between the areas of knowledge and brings greater protagonism of the students in the construction of their own knowledge; moreover, it encourages the students to be critical and competent professionals in the search for solutions for their future work activities. The technical visit challenged the students in the understanding between science, environment, technology, mathematics, physics, languages, awakening in the student a proactive attitude. In the practical activity, with the use of the Arduino Leonardo, the autonomy of the students to carry out the challenges, the engagement in teamwork, the understanding of the problems, the involvement to find solutions, the construction of a critical thinking in front of the necessary actions based on the interaction with non-formal learning environments was noticed. Finally, the contribution of the STEM approach to the school environment was perceived, in the education of critical citizens prepared for the World of Work in Industry, while building their autonomy to achieve the goals of their knowledge.
Descrição
Palavras-chave
Ensino Médio Integrado; Educação Profissional; STEM
Citação
CAMPOS, Jakeline. Abordagem STEM: o desafio do seu planejamento e implementação na educação profissional de ensino médio. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 18 dez. 2020. Disponível em: http://hdl.handle.net/10737/3472.