Compreendendo a abordagem STEM Integrada: subsídios para escolhas epistemológicas, pedagógicas e metodológicas

Autores

DOI:

https://doi.org/10.5007/1982-5153.2026.e107678

Palavras-chave:

revisão sistemática de literatura, STEM, fundamentos epistemológicos, abordagem STEM Integrada

Resumo

O movimento STEM diversificou-se ao longo do tempo originando diferentes
propostas educacionais, entre elas a abordagem STEM Integrada. Este trabalho apresenta
uma Revisão Sistemática da Literatura com o objetivo de compreender os fundamentos
epistemológicos, pedagógicos, metodológicos e avaliativos dessa abordagem. A revisão foi
conduzida com o uso da ferramenta Parsifal®, a partir da análise de publicações indexadas
nas bases ERIC, Web of Science e Scopus, entre 2013 e 2023. Após o processo de
seleção, foram analisados 55 artigos publicados em periódicos internacionais. Os resultados
evidenciam que a abordagem STEM Integrada apoia-se em diversos referenciais
epistemológicos, coexistindo diferentes perspectivas para compreender a integração entre
Ciência, Tecnologia, Engenharia e Matemática. Indicam a predominância de metodologias
ativas, especialmente aquelas fundamentadas na investigação, na resolução de problemas e
no desenvolvimento de projetos, com recorrente utilização do design de engenharia na
organização das práticas. As estratégias de avaliação mostram-se diversificadas e articulam
múltiplas fontes de evidência.

Biografia do Autor

Elisangela Muncinelli Caldas, Instituto Federal de Educação

Elisangela Muncinelli Caldas Barbosa é professora efetiva do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS), Campus Farroupilha, desde 2013. Possui graduação em Química Bacharelado e Licenciatura (2003) e Mestrado em Química Aplicada pela Universidade Estadual do Centro Oeste (2009) e doutorado pela Universidade Federal do Rio Grande do Sul (2014). Fez pós-doutorado na Faculdade de Educação da Universidade Federal do Rio Grande do Sul, entre 2023 e 2024, com um período da pesquisa tendo sido realizado na Universidade de Burgos, Espanha. Ingressou na Educação Básica em 2004, atuando nos níveis médio e Superior, com experiência na docência, na pesquisa e extensão. Seus interesses de pesquisa concentram-se na formação de professores, abordagens para o ensino-aprendizagem de Ciências e de Química. 

Flávia Maria Teixeira dos Santos

Flávia Maria Teixeira dos Santos é Professora Titular da Faculdade de Educação, da Universidade Federal do Rio Grande do Sul. Licenciada em Química pela Faculdade de Filosofia Ciências e Letras de Formiga (1990), Mestre em Educação pela Universidade Federal de Santa Catarina (1996) e Doutora em Educação pela Universidade Federal de Minas Gerais (2001). Fez pós-doutorado no Instituto de Educação da Universidade de Londres, de 2011 a 2012. Foi professora da Educação Básica por 13 anos e, desde 2001, atua na educação superior, com experiência na docência, na pesquisa e extensão. Seus interesses de

pesquisa concentram-se na formação de professores, dinâmica das interações, interações discursivas em sala de aula e ensino-aprendizagem de Química.

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Publicado

2026-11-09

Edição

v. 19 (2026)

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Artigos

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Copyright (c) 2026 Elisangela Muncinelli Caldas, Flávia Maria Teixeira dos Santos

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