THE CONTRIBUTION OF EVERYDAY ACTIVITIES FOR INVESTIGATIVE PRACTICES FOR SOIL STUDY. Studies in the Science education area reveal that investigative activities play a significant role in both, the student´s and teacher´s learning process. This study evaluates investigative activities in the continuing education of teachers in the schools of São Paulo from two assumptions: (1) the teaching of soils is difficult in urban areas because they are usually covered. (2) investigative activities are essential for the teaching of soils. During previous studies related to teachers, we found that they modify the activities suggested by researchers of Education in order to implement them in the classrooms. In order to better understand how this knowledge is dissipated daily in the schools, we have conducted a new study with 4th grade (now 5th year) elementary public school teachers. The results show that investigative activities improve student learning of the content of soils, both in the acquisition of scientific skills such as the development of oral and writing abilities. The knowledge surrounding the subject of soils changed as it became a formative element for students and teachers. Furthermore, the activities triggered thematic teaching, breaking the fragmentation of knowledge and creating a more interconnected knowledge.
