Teaching by Investigation and the critical perspective of Environmental Education: analyzes from an investigative experience in a Science Club

Abstract

The present study aims to analyze possible dialogic dialogues between Teaching by Investigation and the critical perspective of Environmental Education based on theoretical assumptions and methodological approaches, based on the analysis of records from the last stage of an Investigative Teaching Sequence carried out with fifteen children 5th and 6th graders of Elementary School, participants of a Science Club. This study, with a qualitative approach, used as the main instrument for the constitution of data, textual and/or graphic records of the students, and we also opted for participant observation. The data were analyzed from two categories that emerged during the activity, according to the Content Analysis proposed by Bardin (2016). The results showed that the theoretical assumptions and methodological approaches of Teaching by Investigation and Critical Environmental Education, have a close relationship of dialogue, as both prioritize in their methodologies, group work, in which students occupy a more active, and in this type of strategy there is room for creativity and socially relevant topics are addressed.