This study aims to find out which methodologies are active in the school routine in the teaching process of SESC Oiapoque educators of the 2nd Stage of EJA. The context of the study has as its background the explanation of the use of active methodologies with regard to technologies, with regard to the importance of using technological resources in the school environment in view of the different way of life that the world has been facing due to the pandemic. Under the methodological aspects, this research was characterized as a case study, with a qualitative approach and is classified as explanatory and descriptive, in addition to being of bibliographic nature. As for the results, the main contributions of the literature on active methodologies, articles published per year, per journal and keywords with the highest incidence are presented. It was noticed the need to change the educational modes in the face of the new scenario that we experience, through the active methodologies it is possible to highlight the importance of updating and continuing education for education professionals, who carry the role of mediator, giving the student prominent place in the construction of their knowledge; however, it should be noted that the use of active methodologies within the Brazilian educational system faces some difficulties for its dissemination, from issues related to teachers' lack of knowledge about technologies to the difficulties of carrying out school activities due to the lack of technological implementation in school planning
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