In this thesis we present results obtained from qualitative research with action research
elements, in the field research modality, aiming to understand the meanings produced by the
participants about the experiences lived in the context of the scientific school culture,
investigating everyday themes in situations collectives, with the aim of citizen participation.
The participants of the research are eight deaf students and a deaf-blind student of the second
phase of the Young and Adults Education (EJA) of fundamental school and two teachers of an
University of Specialized Teaching of the state of Pará. As investigative tools to produce data
we used forms; school documents; field journal of the researcher; video diaries of the
students; testimony of the participants; and the video records. The data were built with
information obtained by the reading and discussion of the story “Sofia, an investigative
student”, of dialog moments about the scientific method of searching for a theme of
investigation starting of the context where the students live, regarding the themes of
investigation, internet searching, elaboration of panels about the investigation themes, and the
process of orientation for the building of elements of investigation. The analysis of the
obtained information was oriented by the assumption of the Discursive Textual Analysis,
what has allowed the construction of the thematic axis: i. The student investigative process:
the building of meaning in the school environment; ii. Of the challenges to the possibilities of
leaning: a look towards of the investigation of everyday themes; and iii. Auto formative
dimension: by a practice fulfilled of meanings. The obtained data of our insertion in the
context of research reasoned by the ideas of Vygotski, Pozo and Crespo Goméz, Cachapuz,
among others, allow us to infer that the deaf and the deaf-blind student, by the investigation of
the everyday thematic, seek to proactively participate of the environment where they live,
having as focus the role of the scholar institution as a space free for the production of
meanings, and not as a environment of reproduction. By the approach of web research, the
students had access of a rich and updated information source, motivating them to research in a
way to deep their knowledges about the investigation thematic, allowing themselves to
become protagonists of their own learning. Although present educational potential the
technological resources in the school space, as manifested by the students themselves, remain
restrict to the interest of the teachers. In the context of this research, the collective work was
perceived as an efficient and potentially valid strategy for promoting a larger interaction
among the students and them with the teachers, the ideas exchange, experiences, and
knowledges regarding the investigated thematic, enriching the learning possibilities, and to
promote the decision taking in relation of social problems present in the everyday. And,
closing, the experience lived allowed the regent teachers to rethink their own teaching
practice, envisioning a new educational movement that prioritize the student protagonism, and
the role of mentors in the process of teaching and learning.
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