The Fedathi Sequence (SF) is a methodological process whose main focus is the teacher, where it seeks to interact with the student stimulating to think, to reflect on a certain problem situation. This methodology in its development is divided into four phases: “positioning”, “maturation”, “solution”, “proof”, where students will apply the knowledge built to solve the problem situation. At present the discipline of anatomy is rooted in traditional methodology and the sequence becomes a didactic tool to solve traditional teaching problems and promote meaningful learning. An exploratory descriptive study with a quantitative approach was carried out with 40 students of the anatomy discipline. The didactic methodology Fedathi Sequence was used in classes of anatomy of vision, hearing and olfaction. Before and after application of the methodology, a pre‐test and post‐test were performed. After applying the methodology, a semi‐structured questionnaire with 16 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they showed p <0.05. It was observed that 100% of the students liked the Fedathi Sequence method and affirmed that there was learning. There was a statistically significant difference in the number of questions answered in the post test (9.77 ± 0.30) when compared to the pretest (4.0 ± 0.24), demonstrating that there was significant learning. It was verified that 90% of the students would suggest the continuity of the methodology. We found that the Fedathi sequence methodology achieved significant results by promoting sensory system anatomy learning.Support or Funding InformationThis study received funding of CAPES and CNPQThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.