A theory about the fedathi sequence as a teaching methodology

The teaching posture is a significant variable in the processes developed in a didactic session, being contemplated as an object of studies in a teaching methodology born at the Federal University of Ceará and which presents solutions to problems related to the way knowledge is formed by the student from of the teacher's actions. In this article, as part of the results of the thesis work, we discuss the origin and theoretical development of this scientific method applied to the classroom and it's influence and transformation in the production of knowledge for the teacher's work. The objective was to understand the development of the Fedathi Sequence (FS) by interpreting and explaining the concepts that can be applied in all areas of knowledge. Methodologically, we adopted the qualitative paradigm to answer the established objective and considered the original research as a systematic descriptive review of the literature of scientific works whose theoretical foundation is based on the FS methodology. The analysis carried out of the data obtained from the theoretical study showed results indicating the strengthening of the systematization of the teacher's actions, showing through the FS, the possibility for a student to perform the path taken by the scientist, as well as representing a training for the teacher.