| Summary: | This study aims to analyze - if and how - the 'Experimenting Science' course, for the continuing education of science teachers from the early years of elementary school can support them theoretically and methodologically for the development of experiments in Natural Science classes. It is understood that Science Education should make room for investigative experimental teaching as a didactic intervention capable of introducing reflections on the scientific making in the school environment, in order to contribute to the students' Scientific Literacy process. As a methodology, we opted for the qualitative and quantitative research - Case Study - based on Freitas and Jabbour (2011). The instruments for data constitution consisted of a questionnaire, direct observation of the course, registered in logbook, analysis of material and experiments conducted with elementary school students in Natural Science classes, made available in the ‘Google Room’, which constitutes an important platform for interaction between university and basic education. Experimentation activities remain in the virtual learning environment throughout the training and also later as a way to compose a database for research and planning support for teachers. For data analysis, the content analysis proposed by Bardin (2004) was used. The results show that one of the greatest concerns of the group of teachers is the lack of laboratory to perform the work with experiments, and they also reported that it is difficult to acquire materials for their accomplishment, besides the need to expand specific knowledge of the science area. However, the training clarifies that it is possible to incorporate into the class dynamics, pedagogical practices of experimentation, through the use of alternative materials, even in conventional classrooms. The course was considered by the teachers as an opportunity to acquire and improve theoretical and practical knowledge to support the planning and enrichment of Natural Science classes.
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