Annotation. This study presents developments on the professional knowledge needed to implement STEM hands-on tasks by teachers. Research was developed in the framework of a teachers’ professional development programme designed to provide knowledge for them to be capable of implementing this kind of tasks. With a qualitative methodology, we verified that teachers need to attain a specialized theoretical and technical knowledge to develop STEM integrated hands-on tasks and effectively implement them in class.

In this paper, we will analyze how anthropological thinking, in the last twenty years, has put the conceptual categories of Culture and Nature into radical questioning. Nature was “denaturalized” and deemed as a social construction that was specific to the history of Western world. But to avoid the alternative between nature and culture one should develop a “non-dualist” approach and, in this sense, we will then consider Tim Ingold’s works. According to the British anthropologist, the nature and culture divide is usually the outcome of an assumption recurrent in anthropology, that according to which our cultural frames determine our perception of outside world. For Ingold, phenomenological thinking reversed the ontological priorities of Western rationalism.