| Summary: | The sequences, modules or didactic units are an important instrument in the context of Microbiology Teaching, in view of its potential to overcome the traditional teaching model and deconstruct the mistaken conceptions of students in relation to microorganisms. However, the theoretical and methodological choices that have guided its elaboration are still little evident. Based on these assumptions, the objective of this study is to understand which theoretical and methodological choices have guided the development of Didactic Sequences in the Teaching of Microbiology. To understand this scenario, we reviewed works published in the most relevant national journals and events for the area from 2009 to 2019, in order to identify the main trends related to this field of study. The studies were characterized and analyzed based on the Textual Discourse Analysis (DTA), in which it was possible to identify: 1) duration of DS; 2) most used term; 3) contemplated contents; 4) theoretical and methodological framework adopted; 5) relationship between teaching strategies and the proposed objectives; 6) relationship between the evaluation process and the learning to be achieved. We found that studies on this field are heterogeneous from a theoretical and methodological point of view, which justifies the lack of a common nomenclature, and research on the use of SD for the Teaching of Microbiology, although growing, is still incipient in journals and events analyzed. As for duration, theoretical-methodological framework, strategies and evaluation processes, the parameters used to define these elements are not yet explicit, which shows the need for greater rigor in the elaboration and structuring of teaching plans in the form of SD. We emphasize that research involving this type of planning must highlight its constituent elements and the theoretical-methodological approaches used, as well as the parameters used to define the type of didactic strategy and learning assessment adopted and the duration of the sequence. In view of the results, we understand that, as the next investigative step, it will be important to develop didactic-pedagogical plans, which incorporate and articulate all its elements, in addition to being guided by consolidated theoretical-methodological references and which consider the theories that involve their construction , since studies with these characteristics in the context of Science Education are still incipient.
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