STEAM training and practices in the context of public schools in the state of Mato Grosso

teachers’ conceptions

Abstract

Training processes contribute greatly to didactic transposition. However, it is essential that the way in which continuing education is offered meets the pedagogical needs of teachers. In this article, we discuss STEAM practices and training, an acronym in English for Science, Technology, Engineering, Art and Mathematics. The objective is to identify data on STEAM practices in the context of public schools in the state of Mato Grosso, and to present information regarding STEAM training to teachers in the network. The justification is based on the contribution of data from listening to teachers in the network, aiming to assist managers in the elaboration and implementation of continuing education proposals that are more aligned with the context of the schools. To this end, qualitative research using exploratory studies was conducted, due to its intention to collect and analyze teachers' experiences and conceptions about STEAM training and practices, which included 106 participants. The results indicate points of attention regarding the training offered, and suggestions for making training more purposeful and effective. It is concluded that the implementation of STEAM training can reverberate in significant pedagogical practices in the teaching-learning process, providing more engagement, critical and creative thinking in students.