A conceptual framework for steam education: a proposal from and for the Global South

Resumen

STEAM education (Science, Technology, Engineering, Arts, and Mathematics) has gained global recognition as an innovative educational model, yet in Brazil and across the Global South it remains insufficiently disseminated, with limited research guiding teachers in its implementation. A persistent misconception reduces STEAM to the simple addition of disciplines, overlooking its core as a pedagogical approach rooted in investigative and creative practices - an understanding central to this study. This paper introduces a conceptual framework for STEAM tailored to Brazil, while addressing broader challenges of the Global South, developed through document analysis, literature review, and empirical research. The framework defines STEAM as an interdisciplinary pedagogical strategy that fosters active methodologies, rejecting reductionist interpretations of STEM+Arts. Rather than prescribing a rigid methodology, STEAM is framed as a flexible approach that empowers teachers to design problem-based learning sequences and engage students in defining problems. By emphasizing interdisciplinarity and real-world problem solving, the framework contests disciplinary silos and reinforces the teacher’s role as facilitator of inquiry-driven learning. Practical guidelines are provided for educators, particularly in under-resourced K-12 settings. Ultimately, this study informs educators, training programs, and policymakers in Brazil and the Global South, positioning STEAM as a catalyst for innovation, equity, and social transformation.