Abstract
The present study discusses the need to rethink Biology teaching, which is often marked by memorization and decontextualized content. In this context, Inquiry-Based Teaching emerges as a didactic-methodological alternative capable of promoting Scientific Literacy and fostering more critical and autonomous students. The qualitative research, characterized as a state-of-knowledge study, analyzed dissertations from the Capes Catalog of Theses and Dissertations published between 2019 and 2023. Nine studies that applied investigative didactic sequences in secondary education were selected. The analysis considered pre- and post-tests, teaching strategies, and forms of result assessment. Different resources were identified, such as problem situations, simulators, mind maps, and experimental activities. The results highlighted the valuing of prior knowledge, the development of argumentation, problem-solving skills, and greater student participation.