BIOLOGICAL SCIENCES IN THE STEAM PERSPECTIVE: INTERDISCIPLINARITY, ACTIVE METHODOLOGIES, AND INVESTIGATIVE TRAINING

Abstract

The teaching of Biological Sciences, historically marked by traditional and fragmented practices, has been challenged by the contemporary demands of a more innovative, investigative, and interdisciplinary education. In this context, the STEAM (Science, Technology, Engineering, Arts and Mathematics) perspective emerges as an approach capable of integrating different areas of knowledge, bringing Biology closer to students’ reality and promoting more meaningful learning. The general objective of this study was to analyze the contributions of the STEAM perspective to the teaching of Biological Sciences, with emphasis on interdisciplinarity, active methodologies, and investigative learning. The choice of this theme is justified by the need to rethink Biology education, making it more dynamic, critical, and aligned with the guidelines of the National Common Curricular Base (BNCC), which values competencies such as scientific thinking, problem-solving, and creativity. The methodology adopted was a bibliographic review, carried out in databases such as Google Scholar, SciELO, CAPES Journals, and the Digital Library of Theses and Dissertations (BDTD), using specific descriptors and applying inclusion and exclusion criteria to select studies with theoretical and methodological relevance. The results indicated that STEAM, associated with interdisciplinarity and active methodologies, fosters student protagonism, the development of critical thinking, and the construction of knowledge in real-life situations. It is concluded that this approach represents a promising path to transform the teaching of Biological Sciences, strengthening the school’s role in training autonomous, creative, and socially responsible citizens.