INQUIRY-BASED SCIENCE EDUCATION AND THE PEDAGOGY OF THE QUESTION: RELATIONS, APPOSITIONS, AND INSURRECTIONS

Abstract

In the field of didactics, Science Education through Investigation (SEI) articulates research and pedagogical practice as a device that enhances critical development in educational processes. It is based on the investigation of problems based on curricular contents, considering the didactic materials and previous knowledge involved. It is precisely in these two elements that one can see the similarity with the Pedagogy of the Question (PQ), an approach based on correlated precepts, structured under Paulo Freire's theory of Liberating Education, and whose core is the development of interactors in teaching and learning situations, enabling productive transformations of the respective realities. Thus, we aim to discuss relations, bets and insurrections between the SEI and the PQ, making use of theories that underlie the didactics of science as they are placed in the Brazilian model. The research has a qualitative nature, using the bibliographical approach and comparative analysis. In the context of this analysis, it is possible to observe that both are contained in the constructivist epistemology: the first normatively addresses Education, as a project of political and formal quality; the second, a localized perspective, directed to teaching practices. This denotes that the SEI is contained in an education that is permeated by the PQ, compatible extrapolation to multiple contexts of development, innovation and educational evaluation.