{"id":11218,"date":"2026-01-20T21:25:40","date_gmt":"2026-01-21T00:25:40","guid":{"rendered":"https:\/\/solvefortomorrowlatam.com\/como-incluir-projetos-stem-na-pratica-pedagogica-ao-longo-de-todo-o-ano-letivo\/"},"modified":"2026-01-20T21:35:42","modified_gmt":"2026-01-21T00:35:42","slug":"como-incluir-projetos-stem-na-pratica-pedagogica-ao-longo-de-todo-o-ano-letivo","status":"publish","type":"post","link":"https:\/\/solvefortomorrowlatam.com\/en\/como-incluir-projetos-stem-na-pratica-pedagogica-ao-longo-de-todo-o-ano-letivo\/","title":{"rendered":"How to include STEM projects in your teaching\u00a0 practice over the course of\u00a0 the school year"},"content":{"rendered":"\n

At the start  of the school year, the institution’s whole  faculty meets to draw up plans for the academic year . Based on  the previous learning period, teachers choose how best to tackle  the challenges entailed in their discipline, creating meaningful and creative content in order to engage the students. During this period of  structuring the teaching framework, STEM<\/a> projects (acronym in English for Science, Technology, Engineering and Mathematics) offer  great opportunities for those who want to work with the content in an integrated way and to develop soft skills. <\/p>\n\n\n\n

“The STEM approach reduces the excessive amount of abstraction that frequently  causes  students to shy away from complex subjects. Instead of starting off with formulas, equations, principles and physical laws, it enables the students to explore and get involved  with the community\u2019s problems, allows them to come into contact with the issues and be part of the search for technological solutions that can help people who are in situations of vulnerability”, explains  Carlos Moya, professor mediator of the Chonta-Tec<\/a>, finalist of the 2023 edition of Solve for Tomorrow in Peru. <\/p>\n\n\n\n

From the  teacher\u2019s point of view, this makes it a lot easier  to teach  exact sciences: mathematics becomes a tool for measuring, estimating and making decisions; physics ceases to be purely theoretical and instead manifests itself in observable phenomena such as vibration, energy or conversion, while chemistry relates to materials, properties and sustainability.<\/p>\n\n\n\n

“In this way, the student first understands the ‘why’ of knowledge and it then becomes  easier to assimilate the ‘how’ and ‘why’ of equations and laws.  STEM does not simplify the contents, but rather puts them in context  and reduces  cognitive resistance to learning”, declares  the teacher , who monitored the design of a sole of a shoe that turns  people\u2019s steps into electrical energy. <\/p>\n\n\n\n

Educator Gustavo Bezerra, who was the mediator of the Filtropinha<\/a> project, which won the 2024 edition of Solve for Tomorrow in Brazil, also highlights how STEM projects provide the connection between the subject\u2019s  content and the  students’ reality. As part of the initiative, chemistry, technology and even administration principles were all used for  the creation of a filter made from  pine bark to treat cassava liquid , which is a toxic liquid extracted during  the production of cassava flour, which is a common product in the region. “If in school they learn about some subject within the discipline of biology or physics, the STEM project demonstrates  that  this knowledge can be applied outside school. It\u2019s something that can improve the lives of their  community.”<\/p>\n\n\n\n

Encouraging the STEM approach within schools\u00a0<\/strong><\/strong><\/h2>\n\n\n\n

Every  school is different, and the teaching l project changes based on the territory\u2019s  challenges  and the  municipality\u2019s, state\u2019s or country\u2019s educational policies. In addition, it should be borne in mind  that not every school will  have laboratories or a technological infrastructure, and that even those educators who teach subjects that compete with STEM, may not be familiar with the  Project Based Learning<\/a>  methodology. <\/p>\n\n\n\n

In  Professor Carlos\u2019 opinion, the adoption of a  STEM projects based approach has to be done gradually, starting off with what the school has to offer: “An effective and non-invasive way to introduce the STEM approach is not to present it as a ‘new model’, but rather as a different way of learning the same contents, but with meaning and purpose. The most natural approach is to start off with something  that is meaningful to the student context such as energy, electricity, communication, water resources, water, waste, mobility or health. After this you  formulate a challenging question instead of presenting a theoretical content.” As an example of the initial question, his suggestion was: How to generate sustainable energy where there is no electricity, from the context?<\/p>\n\n\n\n

\"\"
A low-cost filter created by the young people of the “Filtropinha” group, from Brazil, which eliminates toxins and produces biofertilizer<\/em><\/em><\/figcaption><\/figure>\n\n\n\n

On the practical front, the teacher  Bezerra offers  two strategies that can transform the way the educational environment  views STEM practice: offering students training  such as electives<\/strong> or specific STEM courses<\/strong>, makes it possible to  form a group of students who may decide to create a project jin the future . “Another alternative comes directly from scientific dissemination<\/strong>. STEM exhibitions  and science fairs can lead to increased  participation by students and bring about changes that are reflected in schools\u2019  PPP (Political-Pedagogical Project) .”<\/p>\n\n\n\n

For both educators, the importance of STEM projects in the school environment lies  in  what it provides outside of the aforesaid environment . As Carlos Moya recalls regarding  the students\u2019 development  during the Chonta-Tec project: “The most significant change was not an academic one, but rather one of attitude  and perception , as the students stopped focusing just  on the test itself and instead wondered whether  their solutions worked and how they could improve them. This reinforced the  sense of belonging to the project and the feeling of teamwork, and helped boost  the students\u2019 resilience in adverse conditions. In our case, physics is no longer just a subject  but rather  has become a tool for social transformation”.<\/p>\n","protected":false},"excerpt":{"rendered":"

Teachers give tips on how to make learning more meaningful and creative using\u00a0 the STEM approach<\/p>\n","protected":false},"author":25,"featured_media":11212,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[61],"tags":[],"class_list":["post-11218","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nHow to include STEM projects in your teaching\u00a0 practice over the course of\u00a0 the school year | Solve for Tomorrow Latam<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/solvefortomorrowlatam.com\/en\/como-incluir-projetos-stem-na-pratica-pedagogica-ao-longo-de-todo-o-ano-letivo\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" 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