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In an investigative experimental activity, several interactions may occur in the teacher-students relationship. Thus, in this article, we present a survey conducted with a group of students of the 6th grade of Elementary School, Science Club's members, in which we seek to investigate the principles of moral autonomy identified among students during the execution of an Investigative Teaching Sequence. Considering Science Teaching by Research as a didactic approach to construction of scientific knowledge, we apply an Investigative Teaching Sequence (ITS) composed of seven proposed steps in which the students interact to solve a problem about plant capillarity. We classify this research within a qualitative approach and for analysis were created categories that enable delimiting the various actions and attitudes observed. The results indicate that the investigative activities carried out at the Club further greater interaction and cooperation, in addition to favoring the construction of scientific knowledge, support the formation of moral autonomy. We conclude that the Science Teaching by Research presents itself as a didactic approach that support the development of students' moral autonomy in the face of the group activities based on cooperative actions bring up by the mediator position of the teacher.

INTERAÇÕES SOCIAIS E AUTONOMIA MORAL EM ATIVIDADES INVESTIGATIVAS DESENVOLVIDAS EM UM CLUBE DE CIÊNCIAS