STEM education in Brazil requires continuous teacher training

A study titled ‘Panorama da Educação STEM no Brasil’ highlights that effective teaching in science, technology, engineering, and mathematics (STEM) requires continuous professional development for educators, moving beyond mere investments in infrastructure.

Organized by the Fundação Carlos Chagas in partnership with the British Council, the research analyzed the reality of STEM education across six Brazilian capitals: Manaus, Belém, João Pessoa, Rio de Janeiro, São Paulo, and Curitiba. The study emphasizes that training must be integrated into the teachers' professional routines rather than being occasional or solely dependent on their personal availability, noting that many educators manage excessive workloads or multiple schools.

Coordinator Sandra Unbehaum advocates for deep, constant training that includes in-person exchanges to supplement distance learning. Additionally, the report stresses the need for equitable distribution of technological infrastructure—such as computers, internet access, and technical support—across different regions to prevent educational inequality. Challenges identified include teacher resistance to technology, lack of technical knowledge, and a shortage of specialized degree holders in certain areas.