STEAM APPROACH AND HIGH SCHOOL EDUCATION: A NEW LANGUAGE FOR YOUTH EDUCATION?

Abstract

When we ask about the new language for youth education in the digital age, we are called to think about pedagogical practices to serve this public that navigates in cyberspace. In this sense, this study proposes to present the STEAM approach (acronym for Science, Technology, Engineering, Art and Mathematics) by different authors and contexts, considering the current reform of secondary education, with a focus on the state of Mato Grosso. The objective is to analyze the evolution of the STEAM approach and its articulation with such reform, starting from the problem: What is the contribution that the STEAM approach can promote in the teaching and learning process of basic education students, especially in high school? This question motivated the exploratory research with a bibliographical and documentary design, which, based on the Protagonism and Life Project categories, operationalized the content analysis in the Mato Grosso Curriculum Reference Document - Secondary Education stage (DRC/MT-EM). The contribution of this research lies in the dialogue between STEAM and the new structure for High School, showing possible paths in this trajectory, highlighting the elaboration of policies that involve a new language for youth education, in the sense of enabling new perspectives on the re-signification of pedagogical practices within the school space through the STEAM approach.