The inquiry-based approach is a teaching strategy that facilitates students learning scientific concepts and about the nature of chemistry through experimental research, allowing them to participate in chemistry classes as researchers. The methodology employed in chemistry learning in Brazil is based on the traditional teaching approach, and little consideration is given to the way the inquiry-based approach can be used to meet students' individual psychological needs. The aim of this study was to implement the inquiry approach in the reality of Brazilian schools and to investigate how these activities contribute to increasing the intrinsic motivation to learn chemistry. The methodology was based on the application of inquiry-based activities (using chemistry kits, experiments were conducted with high school students from public and private schools). In this work, the chemistry teacher in the class himself is the researcher and the person who applies the activities. Data were collected from an adapted version of the Intrinsic Motivation Inventory applied to 224 Brazilian students aged 15−18 and interviews with 25 students. The results were analyzed using descriptive statistics, inferential tests, and simple interview categorization, using the Self-Determination Theory as a theoretical framework. The results reveal that it is possible to implement inquiry activities in the reality of Brazilian public schools and that these activities increase the intrinsic motivation of students promoting interest, effort, recognition of the importance of the activity, and a low sense of pressure and tension. Several contributions in the area of chemistry teaching, in terms of methodological proposals, have been disseminated as alternatives to the traditional methods of teaching employed in schools. The implications of these findings for future research and practice in limited classroom environments are discussed.

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The present work has as general aim to evaluate the contribution of the use of the inquiry approach for the formation of the scientific spirit of the students and the action research of the teacher. For that, inquiry activities of levels 1 to 5 were applied during the high school Chemistry classes at night period in the city of Descalvado. To apply the activities, a curricular adaptation was carried out so the content could be developed in parallel with the application of inquiry activities. The inquiry approach was chosen because it promotes effective student participation. Through this strategy it is possible for the student to elaborate hypothesis, develop an experimental procedure, collect data, analyze the results and draw a conclusion. We performed the qualitative type of research with the participation of high school students from first and second year. The research was developed by the teacher from the class in the format of action research. The instruments used for the analysis were application of questionnaires, observation described in the logbook and interviews. The analysis was based on the theory of the formation of the scientific spirit of Gaston Bachelard. From the data collected it was possible to conclude that it is possible to apply inquiry activities from level 1 to 4. Level 5 is only possible when there is a consolidation of level 4, since this level requires maturity and autonomy of the student. From the application of investigative activities, it was possible to promote a process of disturbance in their beliefs, previous knowledge, in addition to making students more curious to learn Chemistry. The data obtained during the research are still very subtle to affirm the formation of the scientific spirit in the students who were under the study, which would require a study for a longer time. Although the data referring to level 5 were not as expected, the study shows paths that can be taken by teachers who wish to make use of inquiry strategies in Chemistry classes.

Primeiramente agradeço a Deus pelo dom da vida e a oportunidade de poder alcançar os objetivos. Ao professor Benedito dos Santos Lima Neto pela orientação, amizade e pela paciência para transmitir o conhecimento. A professora Rose Maria Carlos pela orientação e apoio durante este trabalho. Aos professores Daniel Rodrigues e Douglas Wagner Franco pela amizade e pelas discussões científicas. Aos amigos do nosso laboratório em especial à Evania pela ajuda e orientação e pela grande paciência que teve comigo no inicio e ao longo desses dois anos, à Camila, Zé, Larissa, Magão (obrigada pelo catalisador!), Tiaguinho por nos fazer rir muitas vezes, Henrique, Marcela, Laís, Ricardo (baianinho) e o IC Guilherme. Aos amigos do laboratório de Química Inorgânica e Analítica e aos amigos do Laboratório da Química da Aguardente pela amizade e muitas vezes pelas pausas para discussões cientificas. Ao Thiago Abrahão pela amizade e que por muitas vezes nos auxiliou nos experimentos e não mediu esforços para que o andamento de nossos experimentos e do laboratório ocorresse tudo bem. À Veroneide, Gislei, Claudia pela amizade e por sempre estar à disposição para nos ajudar. Ao CNPQ pela bolsa concedida. Em especial ao André Lima meu amigo, companheiro e namorado que teve a paciência e compreensão nos momentos de ausência, de tensão quando as coisas não davam certo e pelo incentivo que me deu durante todo o tempo. E a todos que ajudaram direta e indiretamente para que esse trabalho se concretizasse.