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The Science Clubs, in general, seek to give students "different" classes than they usually have in the school context, to teachers providing teaching practice by anticipating their performance in the classroom, which usually occurs after the conclusion of the course. Therefore, we seek to investigate what understandings, graduates of Pedagogy graduates of the UFPA-Castanhal Sciences Club possess, about investigative experimentation and how participation in this space can influence their teacher training. The information from this study was obtained through a semistructured interview conducted with four undergraduate students of the Pedagogy course who acted as lecturers-monitors of the UFPA-Castanhal Science Club. We define our research as a qualitative approach. The responses of the undergraduates were analyzed in light of the assumptions of the content analysis proposed by Bardin (2011). The results showed that, as undergraduates experience research activities in the Science Club, they understand the importance that this experience had for their teacher training.

EXPERIMENTAÇÃO INVESTIGATIVA EM UM CLUBE DE CIÊNCIAS: CONTRIBUIÇÕES PARA FORMAÇÃO DE GRADUANDOS EM PEDAGOGIA