This is a formation research, of a qualitative nature, in the narrative modality, organized in
formative meetings, which I call formation forums, as contributions for the continued formation
of teachers in the teaching practice in the initial school years, for the teaching of sciences
through. Of investigative practices. The teacher´s role in this teaching proposal is to encourage
questioning, argumentation, communication, to lead questions, to stimulate and to propose
challenges to oneself and the students. The scenario for this research is a school from the state
system, where I have been working for 12 years. The motivation to do it comes from my concern
as a trainer teacher, from the observation in my practice that the participating teachers taught
Sciences based mainly on the contents presented in the didatic books, which led me to believe
that it would be important to provide discussions, starting on a reflexive teaching proposal that
put the student as the subject of his own learning. I proposed to them a formative collaborative
work, which I intend to know, in what terms the teacher´s formation in the School, from the
teaching by investigation, contributes to the teacher´s formation who teaches sciences in the
initial years. This research involved three teachers who taught, at that moment, for the 3rd, 4th
and 5th years. I used as instruments for data processing: questionnaire, interview, field diary,
audio recordings, individual and collective productions.We observed that from the discussions
in the formation forums, teachers attributed new meanings to their practices in the classroom,
starting to propose teaching activities through investigative practices, providing active
participation of students in the construction of knowledge and showing themselves more
satisfied with the own teaching practice. Therefore, the research in question is relevant, because
it invests in the realization of formation forums, providing the teachers of a Public School,
innovation in their practices by encouraging students to participate in their own learning. In the
course of the formation forums, I watched teachers involved in the context of the discussions,
signaling "openness" to changes in their work. The Continuous formation contributed with the
subject to advance in the process to building of knowledge and development personal and
professional that evidenced in the narratives of the subjects, in the moment that they expressed
changes in the way they see, feel, think and express themselves, in face of confirmation of a
nonconformity feeling provoked during the continuous formation lived in the context of the
school. Encased at this dissertation is found a video prepared with the participating teachers
that contains the formation research procedures, in general terms, and the reported learning by
them during the Continuous formation process, focus of this research.
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