STS Education and STEM Education: A Comparative Analysis
In recent years the STEM (Science, Technology, Engineering, Arts and Mathematics) approaches have been disseminated throughout the world, and have also reached Brazil, where they are disseminated at events, published in periodicals and on educational websites, articles, dissertations and theses. The...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| Repositorio: | Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/54379 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/rbpec/article/view/54379 |
| Access Level: | acceso abierto |
| Palavra-chave: | STEM STS Education Historical-Critical Pedagogy abordagens STEM CTS Pedagogia Histórico-Crítica Educación CTS Pedagogía Histórico-Crítica |
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oai:periodicos.ufmg.br:article/54379 |
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| title |
STS Education and STEM Education: A Comparative Analysis |
| spellingShingle |
STS Education and STEM Education: A Comparative Analysis Andrade, Iasmim Santana STEM STS Education Historical-Critical Pedagogy abordagens STEM CTS Pedagogia Histórico-Crítica Educación CTS Pedagogía Histórico-Crítica |
| title_short |
STS Education and STEM Education: A Comparative Analysis |
| title_full |
STS Education and STEM Education: A Comparative Analysis |
| title_fullStr |
STS Education and STEM Education: A Comparative Analysis |
| title_full_unstemmed |
STS Education and STEM Education: A Comparative Analysis |
| title_sort |
STS Education and STEM Education: A Comparative Analysis |
| author |
Andrade, Iasmim Santana |
| author_facet |
Andrade, Iasmim Santana Teixeira, Paulo Marcelo Marini |
| author_role |
author |
| author2 |
Teixeira, Paulo Marcelo Marini |
| author2_role |
author |
| topic |
STEM STS Education Historical-Critical Pedagogy abordagens STEM CTS Pedagogia Histórico-Crítica Educación CTS Pedagogía Histórico-Crítica |
| topic_facet |
STEM STS Education Historical-Critical Pedagogy abordagens STEM CTS Pedagogia Histórico-Crítica Educación CTS Pedagogía Histórico-Crítica |
| description |
In recent years the STEM (Science, Technology, Engineering, Arts and Mathematics) approaches have been disseminated throughout the world, and have also reached Brazil, where they are disseminated at events, published in periodicals and on educational websites, articles, dissertations and theses. The objective of this study was to analyze STEM considering the premises established by the STS Movement and Historical-Critical Pedagogy. The research was based on qualitative approaches and data collection was carried out through a survey of articles, dissertations, theses, books and book chapters. To analyze the data, we adopted the analytical cycle proposed by Robert Yin. In the results, we present characteristics that demarcate STEM and identify differences in relation to STS Education. We argue that one of the main differences between these currents is the critical perspective assumed by STS Education, at least in the Latin American context, corresponding to a curricular proposal that envisions the full exercise of citizenship, mainly with regard to social participation and interests linked to social transformation, contrasted with the pragmatic, economistic and market-oriented perspective typical of STEM projects, signaling an education that directs students primarily towards their professional choices, in the sense of meeting the specific demands established by the economy and the labor market. |
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2025 |
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article |
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publishedVersion |
| url |
https://periodicos.ufmg.br/index.php/rbpec/article/view/54379 |
| language |
por |
| eu_rights_str_mv |
openAccess |
| publisher |
Associação Brasileira de Pesquisa em Educação em Ciências |
| institution |
ABRAPEC |
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Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
| reponame_str |
Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
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Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
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STS Education and STEM Education: A Comparative Analysis Educación CTS y Educación STEM: Un Análisis Comparativo Educação CTS e Educação STEM: Uma Análise Comparativa Andrade, Iasmim Santana Teixeira, Paulo Marcelo Marini STEM STS Education Historical-Critical Pedagogy abordagens STEM CTS Pedagogia Histórico-Crítica Educación CTS Pedagogía Histórico-Crítica In recent years the STEM (Science, Technology, Engineering, Arts and Mathematics) approaches have been disseminated throughout the world, and have also reached Brazil, where they are disseminated at events, published in periodicals and on educational websites, articles, dissertations and theses. The objective of this study was to analyze STEM considering the premises established by the STS Movement and Historical-Critical Pedagogy. The research was based on qualitative approaches and data collection was carried out through a survey of articles, dissertations, theses, books and book chapters. To analyze the data, we adopted the analytical cycle proposed by Robert Yin. In the results, we present characteristics that demarcate STEM and identify differences in relation to STS Education. We argue that one of the main differences between these currents is the critical perspective assumed by STS Education, at least in the Latin American context, corresponding to a curricular proposal that envisions the full exercise of citizenship, mainly with regard to social participation and interests linked to social transformation, contrasted with the pragmatic, economistic and market-oriented perspective typical of STEM projects, signaling an education that directs students primarily towards their professional choices, in the sense of meeting the specific demands established by the economy and the labor market. Desde hace algún tiempo, los enfoques llamados STEM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas) se difunden en todo el mundo, llegando también a Brasil, siendo difundidos en eventos, publicaciones en revistas y sitios web educativos, artículos, disertaciones y tesis. El objetivo de este trabajo fue analizar los enfoques STEM en vista de las premisas establecidas por el Movimiento CTS y la Pedagogía Histórico-Crítica. La investigación se basó en enfoques cualitativos y la recolección de datos se realizó mediante la encuesta de artículos, disertaciones, tesis, libros y capítulos de libros. Para analizar los datos, adoptamos el ciclo analítico propuesto por Robert Yin. En los resultados, presentamos características definitorias de STEM e identificamos similitudes y distancias en relación con la Educación CTS. Sostenemos que una de las principales diferencias entre las corrientes antes mencionadas es la perspectiva crítica asumida por la Educación CTS, al menos en el contexto latinoamericano, correspondiente a una propuesta curricular que contempla el ejercicio pleno de la ciudadanía, principalmente en lo que respecta a la participación y los intereses sociales. vinculado a la transformación social, en contraste con la perspectiva pragmática, economicista y de marketing típica de los proyectos STEM, señalando una educación que orienta a los estudiantes principalmente hacia sus elecciones profesionales, con el fin de satisfacer las demandas específicas establecidas por la economía y el mercado laboral. Há algum tempo são disseminadas pelo mundo as chamadas abordagens STEM (Science, Technology, Engineering, Arts and Mathematics), chegando também ao Brasil, sendo difundidas nos eventos, publicações em revistas e em sites educacionais, artigos, dissertações e teses. O objetivo deste trabalho foi analisar as abordagens STEM à luz das premissas estabelecidas pelo Movimento CTS e pela Pedagogia Histórico-Crítica. A pesquisa foi baseada nas abordagens qualitativas e a coleta de dados foi realizada por meio do levantamento de artigos, dissertações, teses, livros e capítulos de livros. Para análise dos dados adotamos o ciclo analítico proposto por Robert Yin. Nos resultados apresentamos características demarcadoras de STEM e identificamos aproximações e distanciamentos em relação à Educação CTS. Argumentamos que uma das principais diferenças entre as referidas correntes está na perspectiva crítica assumida pela Educação CTS, pelo menos no contexto latino-americano, correspondendo a uma proposta curricular vislumbrando o exercício pleno da cidadania, principalmente no que diz respeito à participação social e aos interesses ligados à transformações da sociedade, contrastada com a perspectiva pragmática, economicista e mercadológica típica dos projetos STEM, sinalizando para uma educação que direciona os estudantes prioritariamente para suas escolhas profissionais, no sentido de atendimento às demandas específicas estabelecidas pela economia e pelo mercado de trabalho. Associação Brasileira de Pesquisa em Educação em Ciências https://periodicos.ufmg.br/index.php/rbpec/article/view/54379 10.28976/1984-2686rbpec2025u103131 |
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Andrade, Iasmim Santana Teixeira, Paulo Marcelo Marini |
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