Chichigua and STEAM: Science, Design, and Interculturality in the Dominican Republic

STEAM education requires culturally relevant contexts that integrate science and design without reducing culture to a superficial resource. A qualitative, ethnographic-reflective study was conducted based on five days of observation in a public space with community activities and three semi-structured interviews with adults (informed consent). For ethical reasons, minors were not interviewed; their participation was documented through field notes. Photographic and video recordings were kept confidential for privacy reasons. An iterative design cycle (test–adjust–retest) and empirical decisions related to wind direction, tension, and the artifact’s stability/balance were identified. The practice included the selection and substitution of materials (coconut palm/bamboo) based on performance. Geometric and ethnomathematical reasoning (symmetry, proportion, and non-standardized measurement) was evident, as well as an aesthetic dimension where art functions as a design criterion. The activity was grounded in observation, collaboration, and active listening. Chichigua constitutes an “invisible/innate STEAM” with potential for contextualized PBL projects that link school and community from an intercultural perspective.