STEAM e design thinking: ferramentas transdisciplinares no ensino de inglês

Authors

  • Liana Borges de Resende Rocha Pontifícia Universidade Católica de Goiás (PUC/GO), Goiânia, Goiás, Brasil, lianaresende@gmail.com
  • Ana Letícia Souza Garcia Instituto Federal de Goiás/Câmpus Senador Canedo (IFG), Senador Canedo, Goiás, Brasil, analeticiasg@gmail.com

DOI:

https://doi.org/10.5216/rp.v31i2.67100

Abstract

This paper aims to reflect how the concept of STEAM (Science, Technology, Engineering, Arts and Maths) and design thinking can provide transdisciplinary in English teaching classes. Integrating, on a transdisciplinary way, knowledges related to Science, Technology, Engineering, Arts and Maths, the STEAM is a globalized proposal of teaching in order to relate different subjects to solve a real problem, so that the person may act significantly in a concrete situation. The implementation of activities in the classroom using the STEAM approach is a challenge to English teachers, once they have to be inspired by the design thinking methodology based on five interconnected ways of knowledge: cultural self-knowledge, relational, critical, visionary and ethical, and action. At the end of the classes, we could notice that the students enriched their knowledge not only specific to the English language subject, but in several other areas such as history, art, design and geography.

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Published

2020-12-17

How to Cite

BORGES DE RESENDE ROCHA, L.; SOUZA GARCIA, A. L. STEAM e design thinking: ferramentas transdisciplinares no ensino de inglês. Revista Polyphonía, Goiânia, v. 31, n. 2, p. 137–148, 2020. DOI: 10.5216/rp.v31i2.67100. Disponível em: https://revistas.ufg.br/sv/article/view/67100. Acesso em: 23 jan. 2025.

Issue

Section

Dossiê Tecnologias Digitais na Educação Básica