challenges of STEM Education of community knowledge and practices

Abstract

Science plays a fundamental role in the transformation of educational models. STEM education (Science, Technology, Engineering and Mathematics) enables the development of holistic learning based on authenticity, reflection, skills, similarities, differences in concepts and procedures assumed by constructivism and connectivism. In this article, in addition to investigating the challenges of STEM education in the re-signified of community knowledge and practices, an analysis is made of the aspects (themes) that give reason to the Cultivation and Nurturing of Wisdom and Knowledge (CCRISAC), reviewing the literature that allows a critical judgment to be made on what is intended to be worked on and deepened.

In this sense, indigenous peoples lack their own models linked to STEM, the lack of adequate resources interrupts the learning and identity of indigenous students in STEM disciplines, hiding the thinking and acting of indigenous peoples. Communities must understand and know STEM aspects and link them to the learning of indigenous peoples, generating a greater interest in automation, but also facing challenging situations of gender, origin, ethnicity, religion and economic levels. In this sense, indigenous communities must participate in the planning and execution processes of educational programs, to generate new knowledge that allows transformations and understandings of new STEM practices.