2026-11-062026-11-062025-12-22ALBUQUERQUE, Marcos André de Sousa. Formação continuada de professores de física na Amazônia: integrando ensino por investigação e equidade no contexto da rede pública de Belém. Orientador: Frederico da Silva Bicalho. 2025. 123 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/429AbertoOficina de formação continuadaEnsino para equidadeEnsino de ciências por investigaçãoSequências de ensino investigativasContinuing training workshopTeaching for equityTeaching science by investigationInvestigative teaching sequencesDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemGiven the inequality of school knowledge present in everyday classes and in high school physics textbooks, supported by current literature, an articulation between the didactic approach of Science Teaching by Investigation (EnCI) with the stages of Complex Instruction was proposed as an alternative to adapt physics content to the context of the region and mitigate the exacerbated use of traditional and mechanistic teaching methods. To this end, a continuing education workshop was developed and implemented for high school physics teachers with the aim of presenting the structure of the suggested methodologies, how to use them and justify their selection for physics, provoking debate, production and reflection on the part of the participants. Regarding methodological aspects, Tripp's (2005) action research supported the conduct of the research action research, which, in turn, is qualitative in nature. The same occurred at a state public school in the peripheral region of the Belém-PA metropolitan region and targeted physics teachers working there. For data collection techniques, Zabalza's (2007) class diaries, open-ended structured questionnaires, and recorded conversation circles were used so that part of these data were analyzed through bardin's content analysis (1977), which indicated not only the challenges of the participants in dealing with new methodologies, but also demonstrated the difficulty of content of this type reach the teaching staff of basic education by the absence of continuing training on active methodologies. The Educational Product (EP) in question is of the workshop script type and targets physics teachers working at secondary level. This EP falls into the didactic/instructional material category and was organized into four training meetings, containing introductory theoretical foundations and assessment guidelines, and disseminated digitally. A general analysis of the training path revealed that the application contributed to professional teaching development from the perspective of critical, investigative, and equitable training. However, it was also possible to identify numerous challenges highlighted by participants that limit possible formative actions of this articulation, such as structural obstacles at the school, time and extensive workload, which limits more elaborate planning on the part of teachers.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia