Investigative-Action Practices in Science Teaching during the Supervised Internship at the Goiano Federal Institute

This article presents the results of an action research type of search, whose focus is the Supervised Curriculum Internship (SCI), of the Degree in Chemistry of the Federal Institute of Education IF Goiano. The objective was to develop action research practices using different didactic-pedagogical strategies, through the bias of the active methodologies, in the teaching-learning process of 7th grade Science. With a qualitative approach, initially a diagnosis was made about the school, and later didactic actions were developed based on action research, with the use of several didactic-pedagogical strategies, which range from the development of didactic games, the realization of projects by the students of elementary school, visits to the laboratories of IF Goiano and participation in Science exhibitions. For the diagnosis, a questionnaire and dialogue with the class teacher were used, and in the data collection process of the actions developed, a field diary was used to rigorously record the entire process. The results highlight the involvement of the school in the realization and implementation of practices, as well as the active participation of students, signaling the protagonism in their learning process.