Inquiry-Based Science Teaching and the Development of Teaching Knowledge in Amazonia

Background: In the face of investigations on how Amazonia is presented in textbooks (TBs), it is clear that there is a limitation in approaching this topic, as it is loaded with stereotypes disregarding socio-environmental issues. Objectives: To understand how teaching knowledge is mobilised by teachers from a formative activity centred on investigative teaching sequences in the Amazonian context. Design: With this in mind, we started with an action research. Setting and Participants: It took place in a municipal school in Ananindeu/PA, with the participation of all teachers who worked in the initial years of elementary school of this institution, a total of five teachers, aged between 28 and 49 years. They are the only members of the teaching staff serving the eight classes at the school, in the morning and afternoon shifts, all with a background in pedagogy and at least one specialisation. Data collection and analysis: We used semi-structured collective interviews, recorded in audio and video, which were later transcribed and analysed through content analysis, carried out in three stages: 1 Pre-analysis, 2 Exploration of the material and 3 – Treatment of results and interpretation, based on the theoretical framework adopted in the investigation Results: We understand the mobilisation of teaching knowledge in the construction of Investigative Teaching Sequences (ITSs) aimed at the Amazonia context, as a viable alternative, since textbooks disregard the reality of the Amazon, making it invisible throughout its entirety complexity. Conclusions: In this sense, the proposition of inquiry-based science teaching through ITSs focused on the Amazonian context favours overcoming this regional neglect. Therefore, teachers and students can start with an investigative process that takes into account relevant and significant themes for both.


INTRODUCTION
The National Common Curricular Base (BNCC), the current guiding document of the Brazilian basic education curriculum, points out the competencies and abilities to be developed by students within the Science curriculum component. The base directs that they learn about themselves, diversity, evolution, and maintenance of life, the material world, the Solar System and the Universe so that they understand, explain, and intervene in the world, applying such scientific knowledge in the most varied contexts .
Playing a key role in this process is the teacher, who, given the mobilisation of teaching knowledge reflectively and intentionally, linking theory to practical knowledge of teaching, helps students develop such skills Tardif, 2014). As a result, teacher education is generally presented in two stages that permeate teachers' professional life, known as initial and continuing education.
Initial education is conceived as the formative process established in higher education institutions that prepare teachers to teach basic education. On the other hand, continuing education presents a set of knowledge that can be linked to existing knowledge, developed both in initial education, through professional experience, or even in family and sociocultural experiences, dialoguing with the reality experienced by teachers in their professional practice, to better intervene in relevant situations, developing a dialogic relationship between theory and practice (Lagar, 2012).
Similarly, Tardif (2014, p. 9) considers that "professional knowledge takes place at the confluence of various types of knowledge from society, the school institution, other educational actors, universities, etc.". Therefore, teacher education does not only take place through the knowledge produced in the academic and scientific world, it is consolidated in the plurality of existing knowledge, adding to the effectiveness of teaching praxis, without subtracting the subjectivity of their education as a person, making it essential to think about meaningful learning within this formative process.
The relevance of continuing teacher education that takes into account the context in which they are inserted, especially regarding the reality experienced in the Amazon, has been evidenced in several studies, such as the investigations carried out by Gonçalves (2004), Valente (2017) and Hage, Silva, and Costa (2020). These authors point out that the existing formative processes do not consider diversity. However, they manage to identify resistance processes, demanding a school education legally guaranteed to meet the current demands in their geographic, economic, and sociocultural aspects.
Investigative activities about the Amazon in science classes encourage students to identify with their socio-environmental context and meaningful learning that considers the meanings students bear, proposing solutions for problems they observe in their environment.
Thus, it is worth emphasising that the scientific knowledge constructed and accumulated over the years in our society, which was systematised and made available to schools through textbooks (henceforth, TBs) integrated into the National Book and Teaching Material Programme (PNLD), are produced mainly by educators who work in the Southeast and South of the country, meaning that this material often lacks themes and knowledge concerning the context of other Brazilian regions, including with regard to the reality of the region and the Amazon context in which it is inserted.
In the face of investigations into how the Amazon is presented in TBs, according to Dutra Júnior and Franco (2014) and Leite (2018), we realise a limitation in approaching this theme, as it is loaded with stereotypes, not taking into account the socio-environmental issues. Given this context, our guiding question is: How do teachers mobilise teaching knowledge from a formative activity centred on investigative teaching sequences within the Amazonian context?
Given the above, we propose an education that enables teachers to acquire teaching autonomy, reflecting on their professional practice and producing their teaching methods. This formative experience must also help teachers become multiplier agents of this autonomy, through an inquiry-based science teaching. With this in mind, we started from an action-research to mobilise teaching knowledge relevant to the Amazonian context, to help teachers overcome the problems presented.

THEORETICAL FRAMEWORK
A vast production of research investigates the mobilisation of knowledge in professional teaching practice Cardoso & Nakashima, 2020). One of the main references of these investigations has been Maurice Tardif, who proposes the epistemology of professional practice as "the study of the set of knowledge actually used by professionals in their daily workspace to perform all their tasks" (Tardif, 2014, p. 255). From this perspective, the notion of knowledge gains a broad understanding, encompassing the skills, competencies, and attitudes of education professionals in their teaching practice.
However, knowledge is always associated with work, aiming at the realisation of something by the professional who produces and practices it. In this way, teachers' knowledge permeates their entire existence, not just institutional formative processes, shaping and being shaped by their subjectivity, as well as their relationships with their students and other education professionals. Subjectivity, in turn, does not constitute something that can be finished; on the contrary, it is always in transition, expressed in various senses and meanings constructed culturally and historically (González Rey, 2003).
With this in mind, authors such as Tedesco (2004) and Gatti (2009) defend the need to consider teachers' subjectivity in formative processes. Tedesco (2004) points to the urgency of "recognising the importance of the subjective dimension of social phenomena". Corroborating, Gatti (2009) highlights subjective issues as essential in educational processes, taking humanised education as a basis for understanding the actual conditions of society.
For Tardif (2014), teaching knowledge or teachers' professional knowledge is presented in different ways and can be sought by teachers in different moments and spaces of their lives, as it is, curriculum knowledge, from school programmes and manuals; disciplinary knowledge, which constitutes the content of subjects taught at school; the knowledge of professional formation, acquired during initial or continuous education; the experiential knowledge, derived from the practice of the profession, and finally, the cultural knowledge inherited from their life trajectory and from their belonging to a particular culture, which they share to a greater or lesser extent with the students (Tardif, 2014, p. 297).
However, this homogeneous knowledge is applied dissociated or integrated, according to the skills teachers develop in their formative process. So, teachers' professional experiences create their own teaching style, offering certainties regarding the challenges they will face in their professional routine (Tardif, 2014). This note dialogues with Moraes (2008, p. 229) in defending that "the teaching identity is constructed in a growing and recursive way through processes of self-reflection and constant self-organisation, in which the product is, at the same time, cause and cause of what it produces".
In this direction, Tardif (2014) considers that knowledge is purely social in several aspects. First, because the group of teachers shares it and second, their knowledge is validated and rests on organisations already consolidated in society. In addition, their work objects are social. They are not static. They are constantly changing, leading to constant transformations in the education curriculum in line with social changes, following societal changes. Finally, it is social because this knowledge is acquired within an education that consists of the teachers' schooling trajectory, then, their initial and continuing teacher education, permeating their experience and professional practice and the relationships established in them.
Besides teaching knowledge, another important concept to be highlighted before presenting the results is inquiry-based science teaching (IBST), given that, in the present study, it is introduced as a factor for overcoming the dichotomy between those who produce and those who transmit knowledge in and about the Amazon region, since this methodology allows greater intellectual freedom for the people involved. This argument is reinforced by science teaching potential "to provide this space for inserting students into scientific culture" , p. 1119.  reveals that inquiry-based educational methods are not so recent in the educational field. The author presents several different theoretical currents that approach the application of investigative methods, such as "guided discovery teaching", "guided inquiry", "inquiry-based teaching", "process-oriented guided inquiry", "educating through research", and "school investigation", among others.
However, the IBST we adopted here is related to the student's approach to "doing science". In it, we start from the student's knowledge in the school context, seeking to encourage students to solve real-life and significant problems for them, enabling the formulation and testing of hypotheses. Moreover, exchanging information and systematising ideas are essential, with this approach as conducive to scientific literacy for students attending the early years of elementary school .
According to Bybee (2000), inquiry-based science teaching is a methodology capable of promoting the development of students' skills through scientific research, providing an understanding of science and concepts relevant to this field of knowledge. In this sense,  corroborate this idea by pointing out the IBST as a possibility for investigation in the educational process, able to equip students with aspects of scientific practice.
The applications of investigative teaching sequences (ITS), subsidised in research on practices of inquiry-based science teaching (IBST) and scientific literacy (SL), have as one of their foundations the need to articulate a relevant problem that makes sense for students, encouraging them to seek solutions, ensuring the execution of experimental and theoretical activities (Carvalho, 2011;2013;Carvalho & Sasseron, 2012;Cardoso & Scarpa 2018;. Therefore, it is appropriate to personalise the teaching of scientific knowledge specific to each region, valuing its social and cultural aspects. Thus, when we propose a workshop for continuing education in teaching through inquiry for science teachers in the Amazon, we require teachers' active and collaborative participation in building instruments for their practice in the classroom. For that, we adopted as basis studies done at the Laboratory of Research and Teaching of Physics of the Faculty of Education of the University of São Paulo (Laboratório de Pesquisa e Ensino de Física -LAPEF), under the coordination of Prof. Dr. Anna Maria Pessoa de Carvalho, who pioneered the work on the IBST in Brazil.

METHODOLOGY
The research was predominantly qualitative, i.e., focused more on the process than the results, providing for data collection throughout the course and mainly through the social relationships developed in the investigation (Godoy, 1995;. This type of approach enables a broader perspective on the investigated social phenomenon, as pointed out by Godoy (1995), by indicating a differentiation based on the approach of the locus and research participants, "the environment and the people inserted in it must be seen holistically: they are not reduced to variables. Instead, they are observed as a whole" (p.62).
The methodological course took place through action research, in which the objective results were obtained by creating interpersonal relationships with the research participants to build a collective investigation. The origin of action research is not known for sure; however, Tripp (2005, p. 445) points out that it is because "people have always investigated their own practice to improve it". Corroborating this, Franco and Lisita (2008) defend action research as conducive to empowering subjects, where they become active agents, participants, and collaborators, developing full intellectual autonomy in the investigative process.
We propose here to strengthen the relationship between research and action, intending to transform teaching practice in a critical, reflective, collective, and continuous way, making room for participants also to be researchers and authors of their participation in the process (Thiollent, 1947;Engel, 2000;Tripp, 2005). The action was developed through a workshop on inquiry-based science teaching in the Amazonian context. We seek to encourage teachers' interaction with inquiry-based science teaching by producing investigative teaching sequences and providing a space for continuing education in which reflection on teaching practice can be developed collectively and collaboratively, as the professional knowledge developed in their experiences was valued and stimulated for the construction of others that subsidise the improvement of their teaching practice within their school environment. This research has the Certificate of Presentation of Ethical Appreciation (CAAE) number 45100521.7.0000.8607 and opinion approved through number 4.709.425.
The workshop took place in a municipal school in Ananindeua/PA, with the participation of all teachers who work in the early years of elementary education at this institution, a total of five teachers aged between 28 and 49 years old, the only members of the teaching staff that serves the eight classes at the school, in the morning and afternoon shifts, all qualified in pedagogy and at least one specialisation. Four have specialisation in psychopedagogy, inclusive education and child education, taken in institutions of other regions, and only one has specialisation in science teaching, taken at the Federal University of Pará (UFPA).
We used collective interviews as a data collection instrument, which allowed participants to manifest and pronounce counterpoints (Kramer, 2003). This resource was adopted because it enables more participant interaction and encourages the collective construction of knowledge proposed within the workshop. For that, we defined a semi-structured script of collective interviews and the schedule of the workshop meetings, which served as the basis for the execution of the formative process and its assessment.
After completing the workshop, all the collective interviews recorded in audio and video files were transcribed. The collected data were analysed using content analysis recommended by , carried out in three stages: 1 -Pre-analysis, 2 -Exploration of the material, and 3 -Treatment of results and interpretation. We organised the substantial speeches as registration units, with the letter "P" indicating the participant, while Professor will be followed by the number that indicates the research participants to safeguard confidentiality. In addition, we inserted the letter "T", followed by numbers to identify the order of the excerpts when they were grouped for analysis.
This process was registered in Excel, constituting the research corpus. Then, we integrated units of register, highlighted in the textual corpus, in sessions that had the same guidelines so that they could support discussions aligned with the theoretical framework adopted here. They were defined as units of meaning, which, in turn, made it possible to unveil two categories that subsidise the main results of this research, having their origin in the answers given at both moments of collective interviews.
Thus, the discussions presented here are based on these categories that dialogue closely with the theoretical framework adopted in the investigation. Initially, with the category entitled "Teachers' subjectivity and knowledge in their teaching practice" and the second, "Teacher education for the development of teaching knowledge in the Amazonian context". In both, we sought subsidies in the theoretical framework of the research and other related literature to deepen the discursive process.

Category 1: Teachers' subjectivity and knowledge in their teaching practice
Proposing an intervention within teaching planning and practice is not easy since it goes against the established structures and the teaching subjectivity intertwined in this process. In this sense, the data analysed here corroborate the deepening of the discussion about the professional identity of teachers inserted in their educational practice. About this professional identity, Tardif (2014) points out that the teachers' subjectivity is developed throughout their entire life trajectory since their knowledge is intrinsically related to them.
Gonzáles Rey (2003) exposes subjectivity as having a constant and transitory construction. Corroborating this, Sacristan (1996) points out that teachers' subjectivity, in a unique way, builds teaching purposes, aligning the regulations of teaching systems with their teaching identity. In this regard, Tedesco (2004, p. 567) defends the importance of "paying attention to the subjective dimension of the actors in the pedagogical process". Based on the above and Pimenta's (2012) and Tardif's (2014) contributions, we seek to elucidate in this topic the relationship between teachers' subjectivity and their professional practices, and their initial and continuing education, taking into account that their professional identity develops throughout their entire life history.
To Pimenta (2012, p. 19), professional identity is constructed "from the social significance of the profession; reviewing the constant social meanings of the profession; of the revision of traditions. But also the reaffirmation of culturally consecrated practices that remain significant". The complexity of this process is accentuated by the deep relationship with experiences and cultural knowledge of the teachers' life trajectories in their pedagogical actions. We present Figure 1 to facilitate insights into the relationship between the units of meaning and the construction of the category described here.

Figure 1
Relationship of the units of meaning with the 1st category adopted.  Teachers' subjectivity and knowledge in their teaching practice Teachers' notes revealed difficulties in effectuating changes within their teaching practice. They started from the argument that there is inconsistency in the theories presented in the formation when applied in their professional practice. Therefore, to make changes in teachers' pedagogical practices, they must search deeper for new practices that contribute to their educational activities. They must also present flexibility and availability to change their ways of teaching.
P4T0 -[...] So, in the workshop, we can discuss this more, right? Because it's actually something, like, that it's not always easy for us to change and put into practice, we read a lot of things in theory, we learn, and that depends, it demands a lot from the teacher's curiosity, the ability to innovate, and not everyone, I can tell you for sure, I'm not really into innovating, and trying new practices, but many people are really like that, right? They see something and already set off to modify it, start practicing it.
As it is possible to observe in P4's speech, the definition of the applicability of a new approach in teaching practices is beyond the proposal of a formative process with this intention. There is a construction that needs to be considered, because teacher education has gone through very complex trajectories that complement each other. Tardif (2014) points out that teachers' knowledge is built within a process throughout their professional career, in which they "learn to master their work environment while inserting themselves in it and internalising it through rules of action that become an integral part of their practical conscience" (p. 14). In this sense, all the knowledge and interactions that enabled them to assimilate and acquire professional skills could, in some way, value some methods over others. Thus, it is possible to establish which teaching tools will be used in their classes, measuring what efforts they are willing to put into practice.
There was a counterpoint to the position presented earlier; P5 claimed to have skills with changes within her teaching practice, and other teachers praised her during her speech. However, another statement had a similar direction to the one presented above, imposing resistance to changes, defending that there will demand much effort, even if defending more traditional teaching practices as useful within their classes. We will analyse this statement further ahead. This direction is given in the following excerpt from P5's participation.
P5T2 -I think that it will depend a lot on the hypotheses, on the environment where the students are inserted, it depends a lot, if I am going to create a problem within their reality, if it is according to their reality, maybe there will not be so much difficulty, there will be a whole lot of work to make that happen.
This affinity presented by changes in pedagogical practices is impregnated within the teacher's subjectivity, which, in turn, was also forged amid their experiences, whether at school, amid their family, other social circles and, mainly, in their professional experience. This note is in line with Gatti (2009, p. 26), who thinks subjectivity should not be discarded in any field of life, considering teachers' subjectivities "are initially placed in the educational relationship: human beings learning with human beings, in social and psychosocial conditions, in a dynamic of its own".
Other factors were also presented as limiting factors, such as the structure and context in which the school is inserted. These factors constitute limitations to implementing changes in teachers' pedagogical practices. For example, we noticed that teachers find themselves limited and unmotivated to put new ideas into action on developing teaching practices within a structure that will not meet the objectives proposed in the investigative method.
P1T4 -The sequence, you can even elaborate, but there is the issue of everyday life in the classroom, we know that our rooms, rooms where the teacher can barely move around, there is no space even to form groups, there is no way organise the desks because there is no space, there is a huge number of students, for me, the biggest obstacle is the rooms that are too full, [...], my biggest obstacle is the logistics.
P3T5 -I agree with teacher P1, the lack of structure, the lack of didactic resources, which sometimes we do not have, and with which many times the educator is unable to work.
P2T06 -The difficulties we face in our daily lives, little space, didactic material to do research, I believe that's it.
P5T07 -I really liked P1's answer, [...] If you don't have a space in the classroom, you don't have a laboratory, you don't have a computer room, you don't have a library.
The collective construction of this unit of register is highlighted above. We can see that even before teachers' knowledge enhances their professional practice, they feel limited, considering the structural obstacles in their work environment. However, they also point out the need for the teacher to have a more attentive look to propose teaching problems closer to the students' reality.
Emphasis on the problems of structure existing in the classroom was evident, saying that the cramped classrooms and the high number of students are limiting factors for the development of an IBST that takes into account the context in which students live, as they do not believe that they have their own resources or didactic materials that favour the development of this type of teaching. With this in mind, Tardif's (2014, p. 230) speech stands out, stating that: [...] To understand the nature of teaching, it is absolutely necessary to take into account the subjectivity of the active actors, that is, teachers' very subjectivity. Now, a professional teacher is not just someone who applies knowledge produced by others, they are not just agents determined by social mechanisms: they are actors in the strong sense of the term, that is, subjects who assume their practice from the meanings they themselves give, subjects who have knowledge and knowhow arising from their activities from which they structure and guide them.
Through their teaching experience, teachers can understand the best ways to deal with the obstacles in everyday school life. The knowledge produced in this process is known as experiential knowledge, which, according to Tardif (2014), has its origin in professional experience and is defined by it as "useful" or "useless" for their teaching practice. Through them, the teacher learns about strategies and "tips" to deal with students and develop their educational process. However, given the proposal of teaching by investigation, the teachers who participated in this workshop considered it as something totally new, being necessary initially to establish the foundations of this teaching method so that they could build the ITSs with autonomy, which is essential in this process (Carvalho, 2013).
Besides the knowledge developed in the teaching experience, the knowledge built throughout teachers' lives, whether in their family or social environment, produces their subjectivity, a process also investigated by . Teachers' identity as teachers and the cultural trait of their education as a person are completely intertwined in their professional practice, since family and pedagogical references are not uniform. On the contrary, it is unique. This singularity is present in the teacher's report when describing her admiration for her sister. She sees her sister as her most important teaching reference.
P1T10 -Yeah, and my sister too, she had a lot of that, it was something I always admired a lot about my sister, she, at the end of her career, she had been a teacher since she was 15 years old, she never gave a mediocre class, she always tried to give the best class, she left there soaked, but she left with her soul washed clean, you know? I thought that was cool about her.
Another central point this teacher mentions is about where they were educated, since the other teachers had initial education at universities in the State of Pará, but they also stated that they did not have their own theoretical framework on inquiry-based teaching in the Amazon. In this sense, P1 found she had fewer opportunities to develop such knowledge in her initial education, as she graduated from a higher education institution in São Paulo, as presented in her report below. P1T11 -No, not the graduation, the basis I have is my lived experience, for having lived in a place, for not being from here, for having lived in a rural area, for having contact with my brother who has a master's degree in the environment, about research, he's a researcher, so my experience gives me a bit of a basis for working with research in the Amazon, but not my degree, if the others who studied at institutions here didn't have [that], what can I say about me who had a degree at an institution in Sao Paulo. P2T17 -Me neither; what I know, I learned in real life, but I never had in my graduation.
In this sense, teachers perceive themselves as transmitters of knowledge produced by researchers from other regions. Sometimes these researchers do not even have classroom experience, and, in our case, they have no idea about actual classrooms in the Amazonian context, opposing what was advocated by Tardif (2014) earlier by defending teachers' autonomy when producing knowledge specific to their profession in their teaching experience. Thus, teachers' lived experiences are the main basis for overcoming this inequality to complement the knowledge presented in TBs and approach the reality of the students with whom they work.
The National Book and Teaching Material Programme (PNLD) has as one of its objectives to democratise access to information and cultural sources. However, given the notes found in the teachers' speeches and the theoretical framework adopted here, we understand that this knowledge and the culture mentioned by the PNLD have little or nothing to do with the cultural knowledge of our region.
Teachers are distant from this process, and teachers' lack of knowledge of choosing TBs for schools was highlighted in the collective interviews. Therefore, we reinforce the importance of contextualising the TB so that it can be based on the knowledge of each region. In this sense, the aforementioned legal guidelines prevent the implementation of what was pointed out by Gomes, Luz, and Yamaguchi (2021) when proposing more specific book productions for each region of the country because such a proposition would expose the existing discrepancy in the regional inequalities present in the production of these materials.
P1T28 -There is the limitation that this textbook […], we don't know how they choose it, right, so it gets pretty complicated, right?
P2T29 -For me, in my opinion, yes, there is great inequality, unfortunately, the book is made, it is more focused on there than here, because I believe that they are more valued there than we are here, I see it this way, because their capital is greater, and the book is more used for them, a child who is going to see a story occurred in the city of Cuiabá, what interest will the child have?
P4T30 -Not as a researcher or producer, but as a transmitter of what is already ready. Dutra Junior and Franco (2014, p. 131) state that the tTB authors "can pass on to the work part of their ideologies and interpretation that their senses attribute to objects and phenomena", this being one of the main reasons for the regional distance in TBs, since both the authors' social and cultural relations and education are based on contexts that are very different from those that their works can reach.
Thus, the inequality in the relationship between production and transmission of this school knowledge is further deepened, i.e., the research participants perceive that TBs have contents closer to the realities of the southern and southeastern students to the detriment of this, the cultural devaluation of our region. For this reason, teachers end up having to create strategies to contextualise this knowledge presented in the TB of the realities of the students they attend. However, this inequality is not limited only to the production of knowledge. It is also present in the unequal distribution of cultural and financial resources in our country.
They also highlighted that proposing inquiry-based teaching and considering the Amazonian context, the children's context, is something totally new for them. Therefore, we must focus on these themes not only in teachers' initial education but throughout their continuing education and professional development.
This formative proposition goes hand in hand with what was discussed about the mobilisation of teaching knowledge, based on Tardif's epistemology of professional practice (2014), since it points to the understanding of valuable knowledge for teaching in the very practice of teaching. We agree with Cunha (2007), who, after studying authors who discuss teaching knowledge, pointed out the need to investigate the practices carried out in teachers' professionalisation, having in these the constitution of the teaching identity formed during their professional career through the set of knowledge that they put into practice and validated in their classes.
In short, the dialogue established by the units of meaning highlighted in the participants' statements makes it possible to understand the existing relationship in all fields of the teachers' lives for the construction of their subjectivity and their knowledge as teachers. In this way, it is essential to value the culture in the teachers' family and social circles to propose an education that dialogues horizontally with their background knowledge. Because of this, we also understand that the cultural load of teachers' subjectivity adds to the knowledge and skills developed in their professional practice when dealing with their daily-life problems in the classroom, proposing that they perceive themselves as agents in their teaching practice as well as researchers and educators in the investigation process presented by IBST in basic education.

Category 2: Teacher education for the development of teaching knowledge in the Amazonian context
In this second category, we can identify that it is necessary to value professional experiences and knowledge developed by teachers in our region to promote science teaching that takes students' contexts into consideration. Therefore, in this section, the interviewed teachers point out more concisely the set of knowledge and interests they have when participating in the workshop or formative process. This whole set of factors was aligned with the discussions about the adequacy of curriculum knowledge in students' school subjects and the relationship between science books and decontextualised teaching, making it necessary to use cultural and regional knowledge for teachers' education.

Figure 2
Relationship of the units of meaning with the 1st category adopted.   In Figure 2, we present the organisational chart of the second category raised to illustrate the relationship between the units and meanings adopted.
Because of the notes in which the teachers highlighted that they have no basis in their initial education on inquiry-based teaching nor contextualisation of the Amazon in their teaching practice, we realise how relevant it is to propose this kind of workshop for the participants' continuing education. In addition, in the formative process, we could understand their emphasis on the need for a sounder theoretical and methodological basis that could give them the confidence to develop new practices and introduce inquirybased teaching and learning in their classes.
In the participants' speeches highlighted below, we can identify that they believe that working with inquiry-based teaching is not an easy task, as they would have to put effort into practice, in addition to good planning.
P4T36 -I have never tried to implement that, I need some background.
P4T37 -I believe so, as long as the teacher plans, makes a very good plan, to be able to do an ITS, because, in fact, investigating is not easy [...] [..] to do an ITS, it takes a lot of work, you have to make an effort and put it into practice.
P1T38 -Yes, yes, as teacher Surubim said, it is something that has to be planned in advance, because it is takes an effort, [...] [...] but I think it's feasible, and even more so, I think it's extremely useful.
Furthermore, all teachers defended the feasibility of applying the IBST within their pedagogical practices. They emphasise that this new practice could instigate the students' curiosity, favouring their autonomy in the teaching and learning process. In this note, a discussion about the role of the family in the inquiry-based teaching process was raised. Teachers perceive parents' and guardians' little encouragement for developing students' autonomy, for example, recollecting scenes in which students demonstrated not knowing how to tie their shoes at an age when they should already be doing that.
P2T39 -Yes, I believe so, an ITS, it would be very important for them, an investigative class, because, despite their age, they are very curious, I believe it is very important, because they are already learning to be independent, so later on, they know how to do more things.
P1T40 -I think that parents do not encourage this, [they do not encourage] children asking "what is this?" "I don't know, but let's find out together", I think this lack ends up stunting children's curiosity.
P3T41 -Yes, definitely. As the girls said, children are very curious, they carry knowledge with them, as they are very curious, I would work with them on the investigation part, cooperative activities, raising questions with them.
P2T42 -In fact, within this planning, we can expect any kind of questions from them.
In this sense, it was noticeable that the cooperative work and the questions raised within the ITSs can favour an autonomous education that ponders students' concerns. Thus, teachers must be prepared for the planning to take unexpected directions, as pointed out by Carvalho ( 2013), which favours students' autonomy and intellectual freedom.
In addition, teachers highlighted the importance of directing a reflection on teaching practice, which is mobilised within the production of ITS s. They believe that all knowledge, whether curricular, experiential, or any other professional knowledge, can be developed within the formative process they participated. However, they point out greater adherence to the knowledge of experience developed within their professional practice.
P443 -Undoubtedly, this reflection of practice is indispensable to building an ITS.
P1T44 -I think I would use the curriculum, the experiential, the professional, too.
P2T45 -I would use the professional, the experiential, and the cultural.
P4T46 -Building an ITS takes research, time, and disposition, and the higher the level of knowledge and professional capacity, the easier it is to develop it.
As for TBs, they pointed out that there is not only a regional gap but also socioeconomic issues students face. In their teaching practices, they perceive books with content aimed at the central regions of Brazil. Therefore, it is necessary to design a teacher education that fosters a more significant development for students' learning in our region by adequating curriculum contents to their reality. P1T47 -Look, I'll be (honest), the textbooks are very much beyond, far beyond our students' study capacity. It's something like that totally directed to the centre, you know? Then it gets very complicated, then you look for something about the day of black consciousness, there is nothing, about the indigenous peoples, there is nothing, there is nothing about the riverside populations, it gets complicated, right? Science is also the same thing, long, immense texts, those long texts, it's not a thing, you know?
P4T48 -Something like that, you'll have to research it, right? and take everything to your class... and we look for it, there isn't anything.
P5T49 -I think we get a little like robots because we have to comply with the content of the chosen book. However, it is not the child's reality, it is totally far from the child's reality, so we have to adapt to students' reality, our reality.
P2T50 -The textbook is often the teacher's only alternative because the school requires it, because the school book is intended to be used, but, as there is that situation that they [the books] come from other states while we must embrace our students' reality, we must to look for alternatives to help them in the learning process here, considering each student's needs.
P5T51 -I think it would be essential, it would be great if they regionalised the textbooks.

P4T52 -This contextualisation would be very good to value what is ours.
P1T53 -It's a very complicated thing, honestly, when it comes to this part of science, I'm like P5 said, we must go out looking for materials to try to adapt to the reality of our children, you know? That's what I try to do, sometimes I even feel incapable of transmitting some knowledge, when I don't have the theoretical basis for this, you know, I found this topic very interesting, because it's the first time I see it.
In this sense, they emphasised that they are in favour of the regionalisation of TBs so that in the production of these didactic resources, regional issues were thought about, reducing teachers' work in search of proposals or ways of how to adapt these contents to students' reality.
There was also an emphasis on valuing what we have in our region. As shown in the research by Franzolin, Garcia, and Bizzo (2020), this approximation of the socio-environmental context in which the student is inserted is a factor that favours the teaching and learning process.
Alignment with the BNCC was indicated as a positive factor for science books. Teachers believe that they give closer guidance on inquiry-based teaching, proposing activities that can be differentiated, applied in a practical way by students. They emphasise the different approaches according to publishers and authors.
P5T54 -I liked the science (book), because I said: this one that P4 worked with the book, already, so I'm going to do the same thing. The science book both guides the child and shows other realities, as was the case of working on nutritious foods, right? To explain to the children, and then, it talks about malnutrition in Brazil, how it happens, I found it very interesting.
P4T55 -The question of the book, in fact, depends a lot on the publisher, right? Because I used to work with a history book that was cool, that I liked.
P4T56 -One thing I observe is that I think that our current books, from 2019 on, the science books bring a perspective of this change, they bring a lot of practical activities, for you to do with students in practice, huh? And this did not happen before, so as of 2017, the BNCC brought this new vision and science teachers are already putting this book in this format.
In this sense, teachers' interest in inquiry-based teaching would be to streamline and make classes more attractive, so that there is a clear and effective stimulus for children's curiosity. This proposal becomes innovative compared to the traditional teaching approaches teachers adopted, through which they expect to feel satisfaction in developing their professional practice more effectively.
P1T57 -I think that in my class, like... I think to make the class more dynamic, right? Making something more dynamic, more attractive and, I think, is mainly to stimulate children's curiosity.
P5T58 -Innovate, right? Because keeping in that traditional thing, the child reading only, it just doesn't stimulate the child, it just makes the child want to go home straight away and when we leave the classroom, it seems that we didn't fulfill our duty, right?
In this proposed formative course, teachers' mentioned the existing void regarding knowledge and themes about education in the Amazon in their initial and continuing education, as highlighted in the work of , when they talk about the distance between teacher education and the different contexts here.
P4T60 -No, not really, I graduated in pedagogy at UFPA in Castanhal and I haven't even heard about Amazonian teaching. Therefore, we understand the importance of respecting our customs, our culture, and the traditional knowledge we have not only in teacher initial and continuing education but also in the production of school knowledge. Our knowledge cannot be classified as inferior in relation to that presented by those in power. In this way, we must rebel against the dominant ideologies that belittle us, making us invisible, ideologies that look at our region only with the look of exploitation of either our people, forest resources or land.

CONCLUSIONS
Through this research, we could understand the mobilisation of teaching knowledge in constructing ITSs aimed at the Amazonian context. However, we noticed that textbooks (TBs) still do not think about the reality of the Amazon, making its existence invisible in all its complexity. Therefore, even though the textbook is the teachers' main instrument of school knowledge present in their planning, we know that it is limited regarding local and regional issues.
In this sense, the IBST proposal for the Amazonian context favours overcoming this regional neglect. In the meantime, both educators and students can start from an investigative process that considers relevant and significant themes for both. However, we assume that other professionals from other regions and contexts can use this knowledge mobilised during the workshop. It is important to note that this workshop cannot be generalised, as it was applied within a single context, as it will happen every time it is applied, given the uniqueness and homogeneity present in the "Amazons" in the entire educational context.

ABSTRACT
Background: In the face of investigations on how the Amazon is presented in Textbooks, it is clear that there is a limitation in approaching this topic, as it is loaded with stereotypes, not taking into account socio-environmental issues. Objectives: To understand how teaching knowledge is mobilized by teachers from a training activity centered on Investigative Teaching Sequences in the Amazonian context. Design: With this in mind, we started with an action research. Setting and Participants: It took place in a municipal school in Ananindeu/PA, with the participation of all teachers who work in the initial years of Elementary School of this institution, in a total of 5 (five) teachers, aged between 28 and 49 years, these are the only members of the teaching staff that attends the 8 (eight) classes existing at the school, in the morning and afternoon shifts, all with a background in Pedagogy and at least one specialization. Data collection and analysis: We used semi-structured collective interviews, recorded in audio and video, which were later transcribed and analyzed through content analysis, carried out in three stages: 1 -Pre-analysis, 2 -Exploration of the material and 3 -Treatment of results and interpretation, based on the theoretical framework adopted in the investigation Results: We understand the mobilization of teaching knowledge in the construction of Investigative Teaching Sequences (SEIs) aimed at the Amazon context, as a viable alternative, since textbooks do not take into account the reality of the Amazon, making its existence invisible throughout its entirety complexity. Conclusions: In this sense, the proposition of Science Teaching by investigation, through SEIs focused on the Amazonian context, favors the overcoming of this regional neglect. Since, therefore, both educators and students can start from an investigative process that takes into account relevant and significant themes for both.
Keywords: Teaching; Amazon; Teaching knowledge; Continuing training; Investigative Teaching Sequences.