This article presents an excerpt fromthe studies developed in the Academic Master's in Teaching (MAE) linked to the Federal University of Pampa (UNIPAMPA), with the theme of Experimentation in Science Teaching. The objective was to know the advantages and challenges of experimentation in Science Teaching highlighted by the literature. Methodologically it was characterized as an investigation of qualitative nature and procedurally as a bibliographic research. Empirical data were obtained from the CAPES Thesis and Dissertations Catalog, analyzed through Content Analysis. Results indicate that autonomy in the formulation of hypotheses, construction of ideas among peers, argumentative development and greater possibility of intellectual, physical and social interactivity are the main advantages of experimentation in Science Teaching. In order for these advantages to be effective, it is necessary to overcome some weaknesses, such as the use of experimentation restricted to the laboratory, the promotion of a playful, motivating and linked to the senses character and the neutrality of this methodology. It is concluded that Experimentation must be linked to pedagogical objectives, so that there is a dialogue between teachers and students in order to provide the emancipation of critical thinking.
