This research aimed to analyze the questions of monitor teachers during Investigative Teaching Sequence in experimental activities, aiming at Indicators of Academic Literacy (AL). This study presents characteristics of Participant Research with qualitative approach, having as research site the CCI Prof. Dr. Cristovam W. P. Diniz, four Monitors Professors (PM1,..., PM4) and eight students (A1,..., A8) from the 6th grade of primary school. As methodological procedures, video recording with transcriptions of nine selected episodes was adopted, considering the Content Analysis (BARDIN, 2009). We verified that the problematic issue should be further explored before the proposition of the problem by the Monitor Professor. There is a high identification of focus and attention questions, hypothesis survey and lower manifestation of forecast questions. It is noteworthy that the problematizing questions should be better elaborated, emphasizing the use of "how" and "why". The complementary activities with the use of didactic videos, group dynamics, construction of a maquette and the use of writing and drawing in the form of comics were more efficient during the RTS. There is a greater occurrence of AL indicators linked to the organization of data and hypothesis survey to the detriment of the forecast indicator with the need to promote other indicators identified as: information organization, explanation, logical and proportional reasoning, hypothesis testing and information classification. It was concluded that the monitor teachers' questions can bring contributions to the AL process to the extent that they are formulated with the purpose of developing research levels with reasoning capabilities, to expose and defend opinions, to express its doubts in a context of systematization and problematization, which has been maturing in the Club of Sciences.
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