Práticas de Iniciação à Pesquisa nos anos iniciais do Ensino Fundamental: Possibilidades a partir de uma proposta de espiral investigativa

Abstract

This article examines the possibilities of introducing research initiation practices in the Early Years of
Elementary Education. The study employed an action research approach and was conducted over the course
of one semester with a 3rd-grade class at an Elementary School located in the city of Arroio do Meio/RS.
The research corpus consisted of field diary entries, recordings, photographic records, audio transcriptions,
and interviews with the children participating in the study. The material was analyzed using a Discursive
Textual Analysis technique. The analysis of the produced categories suggests that the development of the
Investigative Spiral proposal challenges instrumental conceptions often associated with Research Initiation
practices. Beyond learning a presumed method or the steps of scientific inquiry, the analyzed proposal
allows children to exercise epistemic curiosity, intellectual humility, self-confidence in their learning
abilities, and the ability to plan investigative ventures to address emerging problems.