This study aims to provide the science teaching-learning process in an inclusive, contextualized

and interdisciplinary way to students with visual impairment, low vision, of the 8th year of

EMEF Araci Corrêa Santa Maria, located in Vila Maiauatá, rural area of the Municipality of

Igarapé -Miri/PA. Aligned with the National Common Curricular Base (BNCC) on the Earth

and Universe axes, it is proposed the realization of an Interdisciplinary Didactic Sequence (SDI)

and the use of playfulness as a didactic-methodological strategy through concrete materials that

aim to enable meaningful learning of the Astrobiology, enabling the formation of opinions, the

promotion of a critical and reflective sense and its contributions to the Amazonian riverside

context of Baixo Tocantins. The epistemological basis of this study is anchored in Boaventura

de Sousa Santos. It is based on a qualitative research of an applied nature, with an Action-

Research approach, the instrument used for data collection is configured in the execution of two

semi-structured interviews with open questions, the first instrument was applied before the

activities developed, in order to to obtain a survey of the students' prior knowledge, and the

second will be carried out after the activities that are still under development, as a way of

observing the students' teaching-learning process, being analyzed based on the narrative

research that will also consist as data analysis method. After the development of the SDI, an

Inclusive Didactic Guide will be elaborated: Didactic-methodological strategies for

teaching Astrobiology in the Amazon, which aims to propose to basic education science

teachers activities aimed at teaching science in terms of Astrobiology from an inclusive

perspective. The preliminary data were satisfactory, associated with the process of prototyping

and validation of the research carried out in a focus group of teachers and in the formative

development of the participating students regarding Astrobiology in the inclusive perspective.

This investigation aims to develop, from active methodologies, educational workshops using the miriti resource, in order to produce didactic models aimed at essential learning in the area of Natural Sciences and its technologies, from the themes: life and evolution and earth and universe with a focus on knowledge of Ecology and current environmental issues. This study starts from the questions: What essential learning can be made possible from the production workshops of didactic models of miriti for knowledge of Ecology and the environment? And what values and attitudes can these workshops provide about the criticality, appreciation of cultural and socio-environmental heritage present in the local context? A priori, survey questionnaires were applied to 5 science teachers and 24 students from the 2nd class of high school, from a public school in Abaetetuba-PA. Likewise, a workshop based on Maker culture (SOARES, 2021) was held with active activities, in order to foster essential learning related to ecology and environment content. The activities took place in 9 moments, with 45 minutes each, through readings, problem solving, manipulation and construction of miriti artifacts. A logbook was used to record the information. To systematize the data obtained, we opted for content analysis (BARDIN, 2011) with the creation of categories a posteriori. It was verified in this study that the students were stimulated from the workshop of didactic models since, it was noticed the construction of knowledge about Ecology, in which the relations established between ecosystem and biotic and abiotic factors, in addition to creative learning, stand out. developed using miriti palm handling techniques, such as collage, sanding and painting, associated with essential learning about creativity, criticality, commitment to sustainability values and a pluralist society.

The themes of continuing education for rural teachers, active methodologies and digital technologies enable discussions on the hegemonic ways of thinking and doing education, becoming a privileged space for pedagogical experiments for teaching science in Amazonian contexts. In addition to problematizing its scope in relation to the improvement of learning and communication networks that strengthen teaching and basic training of rural subjects. In this sense, active methodologies and the use of digital technologies in the context of rural education constitute an alternative to totally traditional methods characterized by essentially banking teaching that has the teacher as the main character at the center of the teaching and learning process. Investigating this context led to the methodological path of a qualitative research of a descriptive nature and of the action-research type, whose main objective is to analyze the contributions of a proposal for continuing education for teachers based on the use of digital technologies and active methodology Problem-Based Learning-PBL for teaching natural sciences in rural schools in the context of the Pará Amazon, and what is their perception of these methodological tools in their teaching practices, as well as developing an Educational Process-PE. Three teachers of natural sciences are participating in the research (Bachelors in Biology and Rural Education with specialization in Natural Sciences and Mathematics). The initial data were collected through the application of interviews and questionnaires to the research participants, collection of specific documents such as teaching plans and lesson plans prepared by the teachers, curriculum matrix, in addition to participant observation in relation to the development of the day-to-day planning. day in class. The data of this research will be interpreted in the light of Discursive Textual Analysis-ATD. The results and discussions pointed out in relation to active methodologies and the use of digital technologies in the training of field teachers will contribute to the elaboration and development of a training process, through the application of the Educational Process-PE entitled: “Continuing Training Course for Rural Education Teachers in the Context of the Pará Amazon: Digital Technologies and Active Methodologies in Teaching Natural Sciences”, at the Municipal School Sol Nascente, located in the PA/ASSURINI Rural Settlement in Altamira State of Pará.

ARRAIS, Taynná Nayara Barreiros. Science Education in Amazon: articulating STEAM and inquiry teaching in the teaching trajectory. 2023. 99 f. Defense (Master's Degree in Education and Science Teaching in Amazonia), Pará State University, Belém, 2024.

Studies and reflections on current trends in the teaching of natural sciences show the importance of incorporating, on teaching practice, activities with an investigative and interdisciplinary approach and enable students to understand and apply scientific concepts and phenomena. Therefore, we highlight the importance of discussing continuing education and teaching knowledge has become a recurring theme in research, because the teacher interacts directly with their students, requiring these professionals to take innovative action in terms of their knowledge and classroom practices. In this perspective, in consonance with the restructuring of basic education in Pará guided by the Pará State Curriculum Document, based on progressive and innovative educational paradigms, with which students are motivated to take the lead in their own learning. Investigating this panorama led to the methodological path of a qualitative study and of the action-research type, whose main objective develop a collaborative training process based on inquiry teaching and the STEAM approach to teaching natural sciences and analyze the contributions of this training process in differentiated curricular practices and innovative ways of teaching natural sciences through intervention projects. Seven teachers of natural sciences and mathematics who work in secondary education in a public school are taking part in the research, located in the municipality of Benevides, in the metropolitan region of Belém-Pa. The initial data was collected through semi-structured interviews with the research participants, as well as participant observation in relation to the development of day-to-day planning in class. The data from this research was interpreted using the assumptions of Textual Discourse Analysis (TDA). The results and discussions pointed out in relation to inquiry teaching and the STEAM approach in teacher training will contribute to the design and development of a training process, through the application of the Educational Process, which will serve as an interlocutive product for the teachers/professionals who work in the area in the most diverse educational contexts that are part of the Amazon Region.

There are many current discussions about environmental issues and the need for society to adopt more efficient attitudes towards the sustainable use of natural resources. However, such discussions seem to be more present in scientific, political and cultural circles than in schools, where, in general, scientific content is presented, almost always, in a more theoretical than practical way, and little contextualized with typical environmental issues of the Pará Amazon. In this way, the contents within the scope of Ecology science are presented in an abstract way and distanced from the context that gave rise to them, thus creating a separation between what is learned and what is actually used in the student's daily life. On the other hand, the teacher does not have the time, incentive and/or willingness to seek new knowledge, methodologies or teaching resources to refresh his teaching practice. Therefore, continued training presents itself as a potential motivational renewal of the teaching profession; a mobilizer of new ideas and actions that reinvigorate teacher practice. And, based on this assumption, we searched in the so-called Active Learning Methodologies for theoretical and methodological subsidies that best fit the possible resolutions of problems related to the teaching of Ecology in the Amazonian context. That said, the present research has as its central objective, to develop, validate and evaluate a teacher training process (as an Educational Product) aimed at supporting methodological options for teaching Ecology in the Amazonian context, using the Teaching by Investigation methodology as theoretical support. for a change in didactic perspective that encourages contextual, reflective, participatory and civic learning for the student. To this end, we started from an action research carried out with Science teachers who work at the Nossa Senhora de Fátima school, located in the municipality of Marabá, Pará. This is qualitative research, in which the data analyzed were extracted from transcriptions of focus group interviews with teachers, carried out during the implementation and evaluation stages of the Educational Product built during this research. The data was processed and analyzed according to the Discursive Textual Analysis technique, using the methodology of emerging categories and a priori categories. The results showed that the teachers participating in the training process evaluated it positively, from two different perspectives: that of the education professional who analyzes someone else presenting something from the same area of professional activity; and that of those who evaluate their own learning based on the mobilization of their knowledge during the process. It was also possible to infer about the possible intentions of using the Research-based Teaching methodology by teachers, pointing out two supposed motivations for such intentions: the use of a new teaching strategy - which can motivate the student to participate in their learning; and the change in the teaching professional attitude - with the teacher understanding himself as the motivator and mediator of his student's more autonomous learning. Among the teaching knowledge mobilized, disciplinary knowledge, professional training knowledge and experiential knowledge showed greater theoretical interaction, both during the course and in the final production of the teaching plan. Therefore, based on our analyses, we can conclude that the proposed teacher training course achieved its objective, encouraging participating teachers to a more dynamic mobilization of knowledge, greater reflection on their pedagogical practice, and a greater understanding of the importance of the approach of Ecological themes based on the contextualization of local environmental problems.

Based on a reality in the micro-region of São Félix do Xingu, Pará-Brazil, a place where in the process of social transformation, illegality and impunity ended up being consistent, aspects that are reflected in the public schools in the region. And based on the principle that teachers are the main actors in any process in education, as they are the executors of educational proposals. So, faced with this problem, this research intends to develop an interdisciplinary training action for teachers who work in the final years of elementary school, at the Municipal School of Infant and Elementary Education João Ciro de Moura in the municipality of São Félix do Xingu-PA, based on the methodology active use of Project-Based Learning (PBL) conceived by the author Bender (2014), along with the use and discussion of Socio-Scientific Issues (QSCs) addressed mainly by the authors Conrado and Nunes-Neto (2018) and Martínez (2012), with a view to improving the teaching practice in the bias of critical and reflective training. The work is based on an exploratory qualitative methodology through action research. The main research instruments will be from the record of formative meetings, questionnaires and semi-structured interviews whose data will be treated in the light of Bardin's content analysis (2011). With the results, we hope that the training action can contribute to the professional work of the participating teachers. At the end of the process, it is intended to develop an educational product - Methodological Guide in ebook format aimed at science teachers who work in public schools in basic education, more specifically in the final years of elementary school, but its organization and structure may corroborate at the various levels of education who are interested in developing interdisciplinary projects, contributing to the formation of critical and reflective citizens.

The objective of this research consists in the development of collaborative reflective cycles for science teachers of

 lower elementary education (1st to 5th year), whose purpose is the construction of an educational product aimed

 at the teacher to develop a new look at their own practices through of these cycles and assists in the  process of

 creating pedagogical practices and their different possibilities for the production of Science knowledge to be

 integrated with the ancestral knowledge of the community, also seeking to alleviate the problem of the lack of

 training of science teachers in a riverside context and teaching focused on theories, which marginalize the specific

 knowledge and riches of the region of the islands. The applied methodology is based on a qualitative approach of

 the collaborative action-research type, and locus in the Municipal School of Education of Campo Milton Monte,

 having as participants teachers (pedagogues) who teach science, whose data collected and analyzed were, 

initially, interpreted through the Discursive Textual Analysis. Initially, the results collected cover the elaboration

 and execution of an Educational Product (PE) aimed at training teachers of Rural Education Sciences

 (Training Guide), specifically for riverside education, with possibilities for presenting and sharing a virtual 

platform ”. What will certainly be a relevant social and pedagogical contribution in the area of Basic Education,

 in view of the importance and need to expand and consolidate the themes of sustainability and environmental 

preservation, fundamentally in the current scenario of struggle and combat against the destruction of nature 

and mitigation of climate changes. Among the results of the initial analyses, it was verified the need for 

teachers with regard to training aimed at the school and riverside students, which would help them with 

regard to breaking paradigms in the face of content science teaching and which would lead them to reflect 

on their practices, before a reality so rich in knowledge.

Every year the inclusion of people with special educational needs grows in Brazil and with that the challenge of offering quality education to this public grows, especially when it comes to teaching science to deaf students. In view of this, it is not enough just to guarantee the presence of deaf students in schools, but it is also necessary to offer quality education aimed at the autonomy of these students. Based on this premise, the general objective of this research is to carry out collaborative training with Science teachers and Pedagogues who work with deaf students, taking into account sociocultural and linguistic aspects. To achieve this objective, this research was carried out with science teachers and pedagogues working in the public education network in the municipalities of Ipixuna do Pará, Paragominas and São Miguel do Guamá-PA, thus having a hybrid character in the progress of activities and in the methodological construction and procedural evaluation of the training process. From the preliminary results it was possible to identify that the inclusion of deaf students in elementary and high school in these schools has been in fact restrictive for the student with deafness, the opportunities for linguistic, social, affective, identity, cultural development, among others, have been offered to these students in a totally reduced way. However, from the active participation of teachers, it was possible to build methodological and evaluative/procedural training process in a critical, reflective and collaborative way.

Due to emergency remote teaching (ERE) caused by the Covid-19 pandemic, schools and teachers had
to quickly adapt to educational demands, which include the use of new methodologies, revealing the real
needs of focusing on teachers working in basic education , providing these professionals with
possibilities for continuing education with a proposal for professional improvement and reflections on
their own practice. In order to guide practice and promote educational changes, this study makes use of
the Action Research (AI) methodology, which was selected because it is characterized as a process that
seeks to improve praxis while simultaneously understanding it. Based on this panorama, the objective
was to build an AI training process in the Amazonian context for Science teaching teachers. The study
contemplates the continuing education of three Science teachers in the disciplines of Chemistry, Physics
and Biology in high school at EEEM Raymundo Martins Vianna, located in the city of Belém. This is
an action-research, based on a qualitative approach, which was carried out in six stages, which are:
observation, reflection, action, evaluation and modification of a training process and its consequent
validation, thus allowing replication in systems educational in studies related to the professional practice
of science teachers. As a collection method, we opted for interviews with discursive textual analysis -
ATD as a technique for data analysis. From the deconstruction and reconstruction of the corpus, three
metatexts emerged that bring the discussion about the process experienced. The research results showed
that teachers lack continuing education that allows them to create, reflect and experiment, making this a
process that encourages critical thinking and the construction of meaningful practices that integrate the
use of new methodologies. The training process experienced throughout this research promoted the
construction of the educational product entitled: Continuing training course in the Amazonian context:
the use of action-research in the interweaving of creating, experimenting and reflecting. In this sense,
the training process contributed to reflections and changes in pedagogical practice, meeting the needs of
the participating teachers when carried out based on local problems, proving to be a valid and effective
instrument for the construction of scientific knowledge, instigating and intervening in a reflexive and
interactive in the educational reality. Thus, we consider that an investigative process touches on relevant
themes that mobilize teachers, motivating them to transform their teaching practice and contributing to
a (re)construction of their professional profile.

The teaching of Botany has been marked by numerous problems, including the student's; lack of interest in the content. Therefore, basic education needs activities that promote the meaningful learning of botanical knowledge. The Teaching Sequence (SD) strategy provides opportunities for progressive activities organized in steps that are contextualized and meaningful, promoting the effectiveness of knowledge and making the teaching process more efficient. With that in mind, this paper aims to investigate the contributions of using a SD, using active methodologies, with the Non-Conventional Food Plants (PANC) as a relevant methodological resource for teaching and learning botanical concepts in high school biology classes. To this end, a SD was produced with the use of PANC, structured considering the Three Pedagogical Moments (3MP). The SD addresses the contents of plant anatomy and physiology, and plant conservation with emphasis on Amazonian flora. Students from 1st year high school class in a public school located in the city of Moju-PA participated in the research. The methodological processes of this research were based on the qualitative approach, of the exploratory type, and the technical procedures were based on action research. As a data collection resource, we used participant observation, field diaries, mind maps, and activities performed by the students during the SD application. The interpretation of the data was based on the perspective of content analysis. The results show that students have difficulties in the study of plants and the lack of affinity between them is an essential factor to trigger this problem, which causes an even bigger one, the plant blindness. The implementation of a didactic sequence using non-conventional food plants in association with active methodologies are excellent instruments for the teaching of Botany, since it promotes the construction of knowledge based on the living and experiences of the students, thus providing an opportunity for contextualized and meaningful learning. As a final product of
this research, a didactic orientation guide was elaborated for high school Biology teachers, to serve as a support for the teaching and learning process of botanical knowledge. This guide is considered an important motivational tool to mitigate the difficulties in teaching and learning Botany in high school, especially in the Amazon region of Pará.

Gender inequality is a problem that is part of contemporary education and requires attention from everyone who advocates for quality and inclusive education. One way to address and problematize gender inequalities is through non-sexist education. However, providing non-sexist education requires taking into consideration some factors, including the absence or lack of continuous training that addresses gender inequalities in basic education, as this situation contributes to the barrier of discussion by education professionals in their pedagogical practices. Therefore, the continuous training of teachers is seen as a fundamental and indispensable issue in the process of making non-sexist education viable. National, federal, and municipal initiatives, particularly in the State of Pará, aimed at reducing gender inequality and discrimination in science and society, are being taken. Thus, this research proposes a study on the continuous training of teachers and non-sexist education in the teaching of Science. The study aims to discuss how a continuous training course for teachers in the early years of elementary school on non-sexist pedagogical practices contributes to gender equality in the teaching of Science. For this, the research was developed under qualitative assumptions. The investigative process includes field research, document and bibliographic analysis, data collection through semi-structured online individual interviews with research participants. The treatment of collected data occurred through content analysis technique. The results led to the proposal and development of a hybrid continuous training course called "Continuous Training and Non-Sexist Education in the Teaching of Science: Building Paths and Knowledge with and for Basic Education Teachers." The analysis and discussions about the course provided to teachers show that there were training gaps in gender, science teaching, and non-sexist education, which makes it difficult for teachers to approach the topic in their classes. Other points highlighted in the analyses are related to family dissatisfaction with the approach to the topic in school activities, lack of support and participation from the management team in activities related to gender equality. However, the participating teachers would like to have more time to dedicate to the study of non-sexist education. It is concluded that the training course contributed to the continuous training of teachers in a perspective of non-sexist education, for reflection and improvement of less sexist pedagogical practices, and thus, more inclusive in the teaching of science.

Science teaching is of great importance for the improvement of knowledge, experiences and experiences that involve the environment, human development, technological transformations, aimed at improving health, among others. Teaching science means socializing the scientific knowledge resulting from the investigation of nature to interpret the natural phenomena observed in everyday life. Therefore, the objective is to investigate and reflect on the mobilization of teaching knowledge in science teaching through investigation in schools in the city of Muaná. The research will be of a qualitative nature, of the action-research type, with the application of a workshop on the use of teaching by investigation in Science classes in schools of the municipal elementary school network (6th to 9th grade) in the city of Muaná-Pará, in order to improve teaching practice within the school environment and thus generate meaningful learning for students. As an instrument of data collection, interviews will be used, which will be analyzed using Bardin's Content Analysis technique. It is hoped that through the realization of this project, through the realization of the workshop for Science teachers, they will develop teaching by investigation in science classes, and in this way, develop a teaching based on autonomy, argumentation and criticality in their classes, providing learning that allows students to use scientific concepts in understanding the world.

There are limitations in the approach to the Amazon in the textbooks made available by the National Textbook Program (PNLD), as the few mentions that still exist are loaded with stereotypes, not taking into account social and environmental issues. Given the scarcity of discussions within textbooks that are pertinent to the context of the Amazon region, we aim in this project to investigate which teachers' knowledge is mobilized in a training activity with teachers who work in the early years of elementary school, within a workshop for continuing education that subsidizes Science Teaching by investigation and that takes into account the Amazonian context, aiming at the mobilization of teaching knowledge in an intentional and reflexive way in Basic Education. The research will be of a qualitative nature, as it will have greater consideration for the process than only for the results, it will take place through action research, through the realization of a workshop on Investigative Teaching Sequences in Science Teaching in a public school in the city. by Ananindeua, having spaces for conversation circles and interviews as data collection tools, which are analyzed using the Content Analysis recommended by Laurence Bardin, technique based on the theoretical assumptions of Teacher Knowledge developed by Maurice Tardif. It is expected that the production of science teaching proposals through investigation, designed by the teachers themselves, meet local and regional demands, mobilize teachers' knowledge that is relevant to education professionals, and that contribute to the training of the researcher and reflective teacher.

Pará is the second largest state in terms of territory, and has a low population density, bringing education to the population of Pará has unique challenges, since communities are dispersed in this extension. In this scenario, organizing classes in Multiseries has been a viable alternative for schools in Pará. However, discussions that address the demands of Multigrade Classes are still secondary in teacher education. Thus, this study aims to organize a proposal for Continuing Teacher Education, on the Teaching of Natural Sciences, based on the Theory of Meaningful Learning, in Multigrade Classes of 4th and 5th year of Elementary School in the municipality of Santa Bárbara do Pará To this end, the research will be qualitative in nature with theoretical support in phenomenology, as it understands that the views on Continuing Education for Science Teaching in Multiseries Classes are always subjective, arise from a certain environment, and are coherent for the context that were produced and that feed their existence. The investigation will be developed through action research, and for the treatment and analysis of the data, the technique of content analysis will be used on the teachers' responses to the initial questionnaire applied online, aiming to collect information that signal their training needs on the theme, and based on this mapping, a Continuing Education process will be prepared and offered. It is expected that this training, structured based on the demands of the teachers themselves, meets the local needs of the municipality's teachers, and that it contributes to their professional qualification

Educational strategies that arouse the interest and participation of students are essential tools to make them protagonists of their learning and multipliers of appropriate attitudes about environmental issues.  In this understanding, a Didactic Sequence was developed as an educational strategy in order to understand: What cognitive and attitudinal relationships can be established in the process of teaching and learning of knowledge involving a Didactic Sequence on the composting of solid organic waste? Given this context, this study's main objective is to develop a Didactic Sequence about the composting of solid organic waste that contributes to the teaching and learning process and that fosters cognitive and attitudinal relations about socio-environmental issues and the interdisciplinary debate about socio-environmental issues in the school curriculum. The methodology of this study is based on a qualitative and quantitative action research based on the results obtained from the application of the Teaching Sequence. The target audience of the research are students from the initial years of a class of 26 4th grade students from the Escola Municipal de Ensino Fundamental Santa Rosa, in the municipality of Moju/ Pará. For the qualification only a will be presented, due to the fact that it is awaiting approval by the ethics board.  It is structured in 3 stages, of 10h/class, based on the proposal of learning concepts of Zabala (1998) Didactic Sequence. The research uses data collection sheets and questionnaires, the researcher's logbook, and the students' individual notebooks as instruments. The qualitative data collected will undergo content analysis and categories will be developed to discuss the cognitive and attitudinal results of the students in the assessments. Quantitatively, the students' performance will be verified based on the average obtained in the developed activities, and compared during the school semester. To qualify this study, we present the Didactic Sequence, an educational process developed, and its possible contributions to the educational process in the school community. It is understood that this research contributes to the cognitive and attitudinal development of students, enabling the formation of students who are multipliers of ideas and socio-environmental educational practices, instigating a rethinking of actions, attitudes, and consumption.

The use of methodologies that attract the attention of students and facilitating their learning are one of the main challenges that Basic Education teachers currently experience. It is no longer reasonable to bet on traditional teaching practice when tools and new and effective ways of teaching are available. Therefore, it can be seen that among the human themes taught in science teaching is reproduction, a content that is controversial because of its importance and the controversy involved in treating it in a coherent way, particularly in a region with high rates of early pregnancy and a recurrent history of child sexual abuse. This research aims to evaluate the contribution of a didactic sequence (DS) for the teaching of Human Reproduction in Elementary School Science classes, elaborated from the use of active methodologies. The study has as a technical procedure action research which was carried out through the execution of a Didactic Sequence (DS) with students of the 8th year of elementary school in a public school in the Municipality of Soure - PA. Due to the context of a pandemic and social isolation, the development of DS occurred in a hybrid way, in the non-contact period using the WhatsApp messaging application and in the face-to-face moment in the classroom on the school premises. As a resource for data collection, the present research made use of participant observation, materials produced by students during the DS and the use of the field diary. Therefore, for the analysis of data from the field diary and participant observation, we chose to use a descriptive and interpretive approach, while the material produced by the students during the DS used the Content Analysis technique. It was found that, despite the challenges faced, the applied didactic sequence contributed satisfactorily to the learning of concepts of Human Reproduction, the
students reflected on such concepts, understood, questioned and discussed the contents worked in each stage of the study.

Science teaching, when carried out in an exclusively theoretical and expositive way, generally fails to arouse the interest and motivation of students, making it an inefficient process. Therefore, it is extremely important that educators know and make use of teaching strategies that stimulate students' interest and learning. In this way, this work presents a didactic proposal based on the methodology of projects to favor the teaching and learning process of natural science contents related to the potability of water for students of the 9th year of Elementary School, whose efficiency was analyzed through the accomplishment of a qualitative and quantitative case study. The data collection instruments were: participant observation, questionnaires, semi-structured interviews and collection and analysis of reports produced by the students. The pedagogical proposal was implemented by the pilot study of group A (6 students), during supervised internship I and later to group B (23 students), during supervised internship II, it was noticed that students little relate natural science content with the their daily lives, presenting difficulties in understanding concepts and lack of interest during classes. During participation in the didactic proposal “potability of water in your community” it was possible to perceive greater engagement during classes and acquisition of concepts about temperature, color, substances and mixtures, chemical elements, diseases  related to the ingestion of non-potable water. In addition, the presentation of works in the form of seminars provided opportunities for developing skills in public speaking and improving interpersonal relationships. Other evidences that the proposed didactics sequence favored the learning of the components of the analyzed group – allowing the students to build scientifically appropriate knowledge, within their limits and possibilities and to be able to use scientifically appropriate knowledge, within their limits and possibilities and to be able to use such knowledge beyond the walls of the school-are presented. The Educational Product (PE), elaborated from this research, of the didactic material type, with the objective of contributing to the improvement of the teaching and learning processes of Natural Sciences through the elaboration and application of a pedagogical intervention based on Based Learning in Projects with Freirean assumptions. The stages for designing the NP were: search for theoretical references; exploratory research; prototyping; testing in a classroom setting; revision to a new version of the educational material; validation by expert panel; and final version. During the application of the NP in a real classroom environment, it was observed that there was cooperation, motivation, in addition to the development of skills such as dialogue in teams, negotiation and defense of ideas. It is also noteworthy that there was acquisition of knowledge when comparing the results of the pre and post-test. In the validation of the NP, there was a minimum agreement of 90% in the items related to the axes: aesthetics and organization; chapters; writing style; contents; criticaly and presented in the PE educational material.