This dissertation deals with a qualitative research, in the narrative modality, which
discusses the formative experience (continuingeducation course) lived by three teachers
who teach science in the 4th and 5th year of Elementary School. The proposal arises from
the conflict between the movement of continuing education for the use of new
methodologies, legally institutionalized, and the few changes observed in teaching
practice in the context of the school, which when observing lead me to question about the
conceptions of these teachers' formation and about their experiences with these
methodologies. My objective was to investigate how the proposal for continuing
education on the hydrological cycle using WebQuest (digital tool with pedagogical
guidance), contributes to new ways of thinking and acting in science education for the
early years of elementary school. I chose as a locus a State Elementary School in
Ananideua / PA, where I was an intern for three years, participating in classroom practices
and planning meetings. The Continuing Teacher Education Course took place through a
training design, based on the tripod: Investigative Practice, Investigative Experiment and
Digital Technology, during the second semester of 2018. The instruments used for the
production of field texts were: field questionnaire, training diary, reflective memorials,
audiovisual records and interview. The analysis methodology used was the Discursive
Textual Analysis. By impregnating the categories that emerged from all empirical
material from the field texts, it formed two axes of analysis: i) Training for Teaching
Practice in Sciences in the 21st Century; ii) Teaching about the Hydrological Cycle in the
early years of elementary school. It is possible to affirm that among the reflexes and
reflections made from this formative experience, I highlight that the teachers, when
experiencing such a continuing education course, reveal the potential of the dialogical
movement by giving teachers a voice in training processes, and by collectively building
the process path continuing education in a situated way, meeting the teaching needs in
addition to textbooks and methodological recipes.
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