Learning science in the context of investigative practices: Pietro’s imaginative processes

Resumo

The study aims to understand how imagination participates in the teaching-learning process in science research. The research is guided by the principles of qualitative epistemology and the constructive-interpretative method, using instruments such as sentence completion, text production, experimental investigative activities, among others. The participant’s expressions allowed us to construct indicators of subjective meanings end develop hypotheses about their subjective configuration of the learning action. This is made up of subjective meanings associated with their parents’ participation in their studies; their uninhibited, participatory, curious and responsible attitude; end their desire to advance in life. Valuing student’s imagination creates conditions for changes and this can be facilitated by the communicative and participatory context in the investigative practices.