Formação docente de professores de inglês com a abordagem steam: percepções sobre o ensino de língua inglesa na educação básica da rede pública

Abstract

This master's thesis research aimed to analyze the perceptions of English language teachers from Forteleza (CE) and pre-service teachers from Federal University of Caerá regarding the feasibility of the STEAM approach in language teaching, as well as to identify these professionals’ level of knowledge about the topic. This research is situated in the field of Applied Linguistics (Prodanov & Freitas, 2013), with an emphasis on second language acquisition, teaching, and learning in basic education. The need for this study emerged from gaps identified in the literature and in teaching practices, especially with regard to the challenges faced by public school teachers in using innovative methodologies and approaches, such as STEAM, in teaching English. For the theoretical foundation, authors such as Krashen (2009), Freeman (2000), Yakman (2008), Bacich and Holanda (2020), Leffa (2016), Cavalcante (2018), Vasconcelos et al. (2026), among others, were adopted, in addition to BNCC (2018), LDB (2023) e BNC- Formação de Professores (2020). The methodology of this study was characterized as an action research based on authors such as Thiollent (1986) and Mckay (2006), and it is of qualitative nature, seeking to reflect on a specific social phenomenon and understand the perception of the participants investigated on the application of new teaching approaches in the classroom. The research was conducted in the city of Fortaleza, Ceará, with English teachers, who work in public elementary/middle schools in that region, as research subjects. Thus, this work aimed to contribute to the construction of new perspectives and reflections in foreign language teaching, promoting more meaningful, contextualized learning that is aligned with contemporary demands, both for students and teachers.