Indicadores de ensino investigativo para a prática de ensino em escolas públicas do Pará

This article is the result of a research completed in the master's degree program of a federal public higher education institution of the State of Sao Paulo. In this section, the objective is to verify if the conceptions of teaching of chemistry of teachers in secondary schools potentiate the indicators for the investigative teaching in public schools in Para. The nature of the research is qualitative of the content analysis type, composed by the application of a semistructured questionnaire validated by an expert of the area. The subjects surveyed are 18 teachers from 15 state high schools in a municipality of the 8th Regional Teaching Unit. The results obtained reveal a simplistic conception, with the need for continuous training, but with potential indicators of inquiry to develop inquiry. The indicators, most frequently expressed by the same teachers, were: High-order cognitive skills, interest in the technical-investigative field, problem situations; learning to be and discursive interactions with perspectives respectively, for additional knowledge, application, analysis and synthetic capabilities; improvement of practice with investigative characteristics; concern to instigate and guide; understanding and reflections on knowledge and incorporation of teaching and learning as inseparable processes.