As atividades investigativas no contexto interativo de professores de Ciências em formação continuada

Abstract

Inquiry-Based Teaching is a didactic approach that allows teachers to create an investigative environment for students and encourage the development of characteristics inherent to the nature of science. Thus, we ask: What are the understandings of a group of science teachers regarding Inquiry-Based Teaching in the implementation of investigative activities developed during a continuing education course? The intention is to describe the understandings of a collaborative training group of elementary school science teachers regarding the development of investigative activities on "Living Beings," which were planned based on the formulation of Investigative Questions. Data were collected during discursive interactions from four training episodes, which were transcribed and will be presented in narrative format. It was evident that the dialogic process established during the training contributed to the teachers' professional development, in addition to the presence of strong discursive influences on the appropriation of epistemic practices, the breaking of simplistic views of science, and the assimilation of technologies for use in inquiry-based teaching. It is expected that this study will contribute to reflections on the investigative approach in continuing education models with a more active character and distinct from traditional continuing education courses.