Introduction:

Interest in qualitative research in various fields of knowledge is increasing. Difficulties linked to the teaching-learning process of the qualitative method have been subject of discussion in national and international scientific events.

Objetives:

This paper aims to raise questions and pertinent information teaching of qualitative method of research that will serve as subsidies to pedagogical proposals that expand and qualify its use in scientific research.

Methods:

A literature review on the subject was made in the SciELO and Medline databases and 15 titles were selected from three major areas of knowledge: Health Sciences, Humanities and Social and Applied Sciences. Data thematic analysis originated 3 categories: course modalities, pedagogical strategies and problematization of the method use / teaching.

Results:

The experiences presented were varied, which can demonstrate that teaching qualitative method is not yet consolidated when comparing it to other hegemonic research methods. Some points stood out as essential in a teaching-learning method proposal in the various areas of knowledge: the constructivist model of teaching-learning, teaching not restricted to techniques and research in practice.

Conclusion:

It was concluded that the paradigmatic conception of teaching, which discusses science theoretical foundations seems to be the one with the greatest potential to achieve educational objectives.

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