The objective of this research is to understand how comprehensive and/or creative chemistry
learning is subjectively configured, in the context of investigative practices. The construction
of the research theoretical model was based on the principles of Qualitative Epistemology,
proposed by González Rey (2005). Such principles relate to knowledge production processes,
highlighting the constructive-interpretive character, the interactive character (dialogue) and the
singularity. For the construction of the information, instruments such as informal conversations,
interviews, videos and images of school actions, written records and the technique of
completing sentences were used, based on the hypotheses elaborated in the course of the
research. Max's case study and the analysis of the pedagogical practice made it possible to
elaborate principles with the intention of contributing to the students' learning. Such principles
include curiosity as a guiding principle to encourage imagination, investigative practice as a
promoter of imagination and the creation of a pedagogical strategy in teaching and learning in
chemistry. In addition, the construction of a pedagogical practice that favors learning includes
spaces for dialogue, partnership relationships and knowledge production that allow
understanding the student's motivations in the context of learning as a subjective production.
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