INQUIRY-BASED LEARNING AND METACOGNITION: THE SCIENCE LEARNING PROCESS IN EARLY CHILDHOOD EDUCATION
Thinking about the integrality of the child and that the classroom is an environment that favors learning, and that in this same environment the child learns with social interactions, this project was based on scientific research for the construction of knowledge in Science Teaching, following a Didactic Sequence (DS) based on Investigative Teaching, identifying metacognitive skills in the teaching-learning process with Early Childhood Education (CE) students. The methodology that was applied was based on qualitative research, in which data collection was made only in audio resource, with subsequent transcription of the students' dialogues, as well as the records (drawings) produced during the application of two Didactic Sequences. At this moment of qualification, 04 of a total of 10 classes were considered for analysis, in which it was proposed that students participate in a history circle, using the paradidactic book for the introduction of the subject, and in the following classes it was carried out an experiment in an investigative perspective. During this first DS, the students shared their previous knowledge, trying to solve what had been proposed, in a color mixing activity. As partial results, metacognitive incidents manifested by students during the performance of this investigative activity were identified, revealing the metacognitive potential of the DS in question.