<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100225</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2694</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APRENDIZAGEM SIGNIFICATIVA E DESAFIOS DA ABORDAGEM STEM NO ENSINO DE CIÊNCIAS E MATEMÁTICA EM MOÇAMBIQUE]]></article-title>
<article-title xml:lang="en"><![CDATA[MEANINGFUL LEARNING AND CHALLENGES OF THE STEM APPROACH IN SCIENCE AND MATHEMATICS TEACHING IN MOZAMBIQUE]]></article-title>
<article-title xml:lang="es"><![CDATA[APRENDIZAJE SIGNIFICATIVO Y DESAFÍOS DEL ENFOQUE STEM EN LA ENSEÑANZA DE CIENCIAS Y MATEMÁTICAS EN MOZAMBIQUE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guiraguira]]></surname>
<given-names><![CDATA[Emília Maria José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chalenga]]></surname>
<given-names><![CDATA[Damasco Rocha Mateus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Napapacha]]></surname>
<given-names><![CDATA[Vital de Melo Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Cláudio Pinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Pedagógica de Maputo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Pedagógica de Maputo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Pedagógica de Maputo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte, Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na sociedade atual, os desafios de mudanças sistemáticas levam-nos a refletir sobre a atividade docente com vista à adoção de abordagens contextualizadas e interdisciplinares que contribuam para a aprendizagem dos estudantes de forma significativa. O presente trabalho de natureza qualitativa versa sobre as possibilidades de integração da abordagem STEM (ciências, tecnologias, engenharia e matemática), para estimular a criatividade e a inovação na sala de aulas de Ciências e Matemática no contexto moçambicano. Este estudo visa a compreensão de novas formas de ensino e aprendizagem, de modo a desenvolver a aprendizagem significativa com a aplicação da abordagem STEM, numa dimensão de abordagem integrada. O estudo mostra que a integração da abordagem STEM em Moçambique ainda enfrenta vários desafios dentre eles a integração curricular e sua implementação, formação de professores de ciências e matemática, orientados na abordagem STEM, escassez de recursos educacionais e infraestruturas adequadas. Estes desafios podem dificultar o desenvolvimento de habilidades práticas de ensino assim como limitar as oportunidades de aprendizagem dos alunos nas aulas de Ciências e Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In today's society, the challenges of systematic changes lead us to reflect on teaching activities with a view to adopting contextualized and interdisciplinary approaches that contribute to student learning in a significant way. This qualitative work deals with the possibilities of integrating the STEM approach (sciences, technologies, engineering and mathematics), to stimulate creativity and innovation in the Science and Mathematics classroom in the Mozambican context. This study aims to understand new forms of teaching and learning, in order to develop meaningful learning with the application of the STEM approach, in an integrated approach dimension. The study shows that the integration of the STEM approach in Mozambique still faces several challenges, including curricular integration and its implementation, training of science and mathematics teachers, guided by the STEM approach, scarcity of educational resources and adequate infrastructure. These challenges can hinder the development of practical teaching skills as well as limit students' learning opportunities in Science and Mathematics classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la sociedad actual, los desafíos de los cambios sistemáticos nos llevan a reflexionar sobre las actividades docentes con miras a adoptar enfoques contextualizados e interdisciplinarios que contribuyan de manera significativa al aprendizaje de los estudiantes. Este trabajo cualitativo aborda las posibilidades de integrar el enfoque STEM (ciencias, tecnologías, ingeniería y matemáticas), para estimular la creatividad y la innovación en el aula de Ciencias y Matemáticas en el contexto de Mozambique. Este estudio tiene como objetivo comprender nuevas formas de enseñanza y aprendizaje, con el fin de desarrollar un aprendizaje significativo con la aplicación del enfoque STEM, en una dimensión de enfoque integrado. El estudio muestra que la integración del enfoque STEM en Mozambique todavía enfrenta varios desafíos, incluida la integración curricular y su implementación, la formación de profesores de ciencias y matemáticas, guiados por el enfoque STEM, la escasez de recursos educativos y una infraestructura adecuada. Estos desafíos pueden obstaculizar el desarrollo de habilidades prácticas de enseñanza y limitar las oportunidades de aprendizaje de los estudiantes en las clases de Ciencias y Matemáticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Abordagem STEM]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências e matemática.]]></kwd>
<kwd lng="en"><![CDATA[STEM approach]]></kwd>
<kwd lng="en"><![CDATA[Meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching science and Mathematics.]]></kwd>
<kwd lng="es"><![CDATA[Enfoque STEM]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de ciencias y matemáticas.]]></kwd>
</kwd-group>
</article-meta>
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