This dissertation presents the research called Ciência Investiga: Proposed Sequence of
Investigative Learning for Initial Training of Science Teachers. The work was developed under
the Graduate Program Creativity and Innovation in Higher Education Methodologies
(PPGCIMES), in the research line Creativity and Innovation in Educational Processes and
Products (CIPPE). In an introductory way, the context of Teacher Training is presented with a
focus on future science teachers, with dialogues about this scenario and debates about the
changes in the roles of teachers and students in the classroom. For this, we sought to understand
the Training of Science Teachers and what are the challenges during the course through the
survey of Natural Sciences Degree Courses (LCN) in the State of Pará, which train Science
teachers to work in Elementary School II and their respective Pedagogical Projects. From
bibliographical research, readings on Teaching by Research (EI) and Active Methodologies,
the theoretical contribution of this work was built to propose a didactic and investigative
methodology adapted to the context of Higher Education, skills to learn to investigate,
investigate to learn, investigate to teach and teach to investigate among science teachers in
training. Thus, it was developed, as an educational product, a Sequence of Investigative
Learning (SAI) focused on the use by Higher Education teachers in the scope of Natural
Sciences Degree courses for the teachers of Science of Basic Education. Understanding that the
context of Initial Training of teachers in Natural Sciences is challenging, it is intended, through
this product, to provide an approach that provides new experiences and skills through
collaborative and investigative work.
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