The generating themes, associated with investigative experimentation and the three pedagogical moments: problematization, knowledge organization and application, should be used as a meth- odology to promote the exchange of knowledge through dialogue that respects the differences of each subject which has autonomy in the process of building their knowledge, with their worldviews. Therefore, this research objective was to analyze the conceptions of Chemistry teachers on the use of soap production as an investigative experimentation for teaching basic hydrolysis. The research had a qualitative approach of a descriptive character regarding the objectives outlined and case study concerning the procedures used. Four teachers Chemistry teachers of the city of Areia - PB participated in this research. Data were collected through a free questionnaire, composed of 25 objective and subjective questions, about the training and conceptions of teachers on investigative experimentation and the three pedagogical moments defined by Delizoicov. The participants responses to the questionnaire were based on the prin- ciples of content analysis. Based on the results, we found that teachers feel the need to have continued training for the use of investigative experimentation and the use of the three peda- gogical moments in the Chemistry teaching. Also, we realized that teachers have difficulties in defining what would be investigative experimentation, confusing it with demonstrative and ver- ification experimentation, which can be directly reflected in their practice, since they do not know how to plan an experimental activity from an investigative perspective. We also diag- nosed that teachers are not prepared to develop investigative teaching practices and the three pedagogical moments with students, due to the lack of in-depth discussion of the topic in their education, which can be seen from their questionnaire response. Thus, based on their concep- tions, we can conclude that the use of investigative experimentation with the ...