Investigative teaching practices have been considered by several authors as an approach that
can contribute to the improvement of science teaching. But, to do this at school it is necessary
to consider, among other factors, the teachers training. While this training includes theoretical
and practical knowledge of the investigative approach, cannot fail to consider the teacher's
knowledge and the contributions that he has to offer to the construction of a practice that
enhances this guidance. Thus, with the purpose to research the formative process aspects of
science teachers in the context of such practices, we seek to investigate: "what do teachers bring
from their formative process that enables the investigative practice in the interaction with their
peers, and what do they learn in the context of investigative practices that can contribute to
science teaching? To develop the study, we invite teachers from the municipal education
network of the city of Castanhal-Pará. To mediate the dialogue with the individuals, we have
created a teaching sequence, which concerned about the pigmentation changes from a flower
of the Hibiscus mutabilis species. This species has been previously structured once it has
already been an object of teaching and and research with students from the basic education, but
it has also been subject to reformulations as a result of the process of interaction with the
teachers. The question that guided the construction of the practice was: why do the flowers of
the plant known as “amor –de-homem” (man-love) change their color? From the assumptions
made, the following tasks were performed:-1 Observation of flower on the plant; 2-Study of
flower life span; 3-Plant Identification; 4-Study of the light effect -5 Study of the temperature
effect on flower pigmentation. The development of this sequence has been filmed and empirical
data of the study have been established from the dialogues occurred between the teachers
involved. The footage was transcribed and selected from the dialogues episodes related to the
QUESTION, PLANNING, EXECUTION and ANSWERS, according to the model to study
investigative practices, proposed by Parente (2012). The episodes analysis considered the
nature of each element in the process of investigation, the relevant discussions to the process
and training of science teachers. The construction of the activity with teachers allowed us to
identify through the individuals’ speech training aspects that signaled to execution of such
practices, such as: the ability to design experiments and the searching spirit. Also signaled
aspects that demonstrate the necessity of this approach in training courses for science teachers,
such as: the non-usage of writing to record the implemented experiments and the theoretical
emptiness. As a product of this study we have produced a video using scenes originated within
the scope of this work to present the results of this research and encourage teachers to their
achievement.
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