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Inquiry-based teaching is based on the most varied teaching practices for students, with supervision and guidance of the teacher. Because of this, this manuscript investigated if Science teachers in process of continuous formation conceive in the construction of didactic materials, elements related to the referred teaching. Because of that, the information collection took place in the context of a study group, where at the end the participants should elaborate didactic sequences anchored in the inquiry-based teaching. Through the analysis of the material produced and subsequent discussions and interlocutions mediated by the theoretical references related to Science teaching, the results indicated the presence of important pedagogical elements about the investigative Vol. 2, n. 4. Set./Dez. 2019 44 Recebido em: 21/08/2019 Aceito em: 02/12/2019 ISSN 2595-4520 methodology, such as: valorization of students previous knowledge, problematization, experimentation and diversity, of didactic strategies, which enable the participation of the students in the learning process. Thus, it can be said that the elaboration of didactic sequences in the context of this group contributes, albeit in a punctual way, to broaden the teachers view of investigative teaching

Ensino Investigativo: análise de sequências didáticas produzidas por professores (as) de Ciências em um contexto de formação continuada