In a global world, the social practices in which we are involved interact with different cultures and purposes. In the context of the initial teacher training, we aimed to develop an educational practice in first grade with the purpose of promoting the development of the student from the knowledge of the other. In this sense, the educational practice was based on a STEAM approach (Science, Technology, Engineering, Arts/Humanities, and Mathematics) that allowed to observe (Cape Verde and its culture), reflect (the stories, the fashion), act (create fashion with new patterns that express the Cape Verdean culture), and intervene (simulation of model change and the possibility of selling new patterns). It involved a second-grade class in Portugal and a first- grade class in Cape Verde (35 children from 6 to 7 years old). This is a case study, qualitative in nature, which valued participant observation for the collection of information. The data were treated according to Bardin (Análise de conteúdo. Edições 70, 1977). The discussion of results shows the benefits of the project “Connected Reading and Entrepreneurship” in the development of alterity and the construction of STEAM learning scenarios in formative processes of social innovation. It is intended to contribute to the discussion of an open school that learns with the other to foster the development of personal, social, and emotional capacities in the student and, in this way, promote the articulation between theory and practice considering changes in social reality.