Formação continuada de professores de ciências da natureza com base na abordagem do ensino por investigação

Abstract

This research analyzes the continuing education of Natural Science teachers, centered on the inquiry-based teaching approach, which is recognized for fostering students’ active participation and the autonomous construction of knowledge. The study started from the diagnosis that initial teacher training does not always consistently address investigative practices, which requires complementary initiatives that enable professional development and the overcoming of formative gaps. In this context, the research sought to understand the conceptions and practices of high school science teachers in a public state school in Anápolis, Goiás, and to propose a continuing education course capable of supporting them in incorporating this methodology into classroom practice. The methodological path included the use of questionnaires and interviews, followed by the implementation of a six-session course, conducted both in person and online, and structured progressively. As an educational product, a pedagogical e-book was developed, bringing together the didactic sequences designed by the teachers, with the purpose of serving as a practical guide for the implementation of inquiry-based teaching in other school contexts. This collaborative material contributes to the dissemination of the investigative approach, allowing the work to reach teachers beyond the participant group. The research also highlighted recurring challenges that hinder the adoption of inquiry-based teaching, such as the shortage of material and laboratory resources, curriculum overload, limited planning time, and the lack of consistent institutional support. Despite these obstacles, the results indicated significant progress, especially in strengthening teachers’ reflective practices, encouraging peer collaboration, and building innovative didactic strategies. It is concluded that continuing education represents a promising path to consolidate investigative practices in high school, contributing to teachers becoming active mediators of the teaching and learning process. By integrating theory and practice, the study reinforces the potential of inquiry-based teaching to promote student autonomy, critical thinking, and scientific literacy, aligning with contemporary educational demands and the expectations of a more participatory and contextualized education.