2025-01-142025-01-142021-12-27https://repositorio.ifal.edu.br/handle/123456789/827This article aims to present an analysis on the use of active methodologies in remote teaching in professional and technological education in times of the COVID 19 pandemic. The Emergency Remote teaching was a strategic solution for the maintenance of the calendar in pandemic time and still meet the prevention and coping requirements regulated by the World Health Organization (WHO) maintaining the social isolation. However, it is a great challenge to adapt to the teaching praxis, whether for institutions, students and teachers since it had occurred immediately. Active methodologies have been the proposal of many educators to achieve student engagement, class participation and learning achievement in this challenging context. With this reflective look, some concerns arose for mobilizing this work, questioning whether the teachers of professional education of the researched school knew and used the methodologies active in their praxis in remote education. From there then check which methodologies they would like to know and what objectives they intend to achieve through them. The study was carried out through action-research in a vocational school in the state education network of Pernambuco, where active methodologies were presented in the form of workshops as an educational product.ptDocência na Educação ProfissionalEnsino remoto - PandemiaEnsino híbridoMetodologia ativaActive methodologiesRemote teaching - PandemiaHybrid teachingTechnology in educationProfessional educationTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO