A formação continuada de educadores-pesquisadores em ambientes híbridos para a construção colaborativa de projetos STEAM

Abstract

This research is part of the Professional Graduate Program in Educational Management and Practices (PROGEPE) at Universidade Nove de Julho (Uninove). The object of study was the analysis of the continuing education of educator-researchers, in a hybrid modality, through the development of STEAM projects. From this focus emerged the following questions that motivated and guided the study: What is the importance of continuing education for educator- researchers in improving education? How can hybrid continuing education for educator- researchers be applied at the graduate level? Can the development of STEAM projects in a hybrid training environment enhance the construction of new knowledge, as well as the development of skills and competencies related to the use of digital technologies by educator- researchers in their pedagogical practices? Based on these questions, the general objective was defined as: to analyze how hybrid education can be implemented in the continuing education of educator-researchers at the graduate level, aiming at the development of STEAM projects. This study adopted a qualitative approach and was carried out through a case study. Data collection instruments included participant observation, an online questionnaire, and semi- structured interviews. The work presented here is part of the research project “Creative and Sustainable Robotics in the Development of Vocational and Technological Education Integrated with High School: Enhancing Projects through a STEAM Approach,” which has been underway since February 2023 with support from the Basic Education Research Program – PROEDUCA – FAPESP/SEDUC, in partnership with Universidade Nove de Julho (Uninove). The main results highlighted that continuing teacher education should consider the integration of theory and practice, something effectively provided by the STEAM approach and Project-Based Learning (PBL). The training program, by incorporating the STEAM approach, enabled educator-researchers (master's and doctoral students) to experience new forms of learning, which directly contributed to the improvement of their professional competencies. This practical and diversified experience expanded participants’ pedagogical repertoire, encouraging them to apply what they had learned in their own school contexts.