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Active teaching methodologies aim to place the student at the center of the teachinglearning process. This study was developed from the analysis of qualitative research data, which evaluated the perspective of Medicine students regarding of two disciplines that insert students in practical activities since the beginning of graduation, following the proposal of content analysis. The objective was to understand the benefits and restrictions of this methodology for the students. Potentials and limitations of both disciplines were selected. The student's active role in the process was highlighted and, among the limitations, the study time, the asymmetry between the students and the lack of effectiveness of basic disciplines in the first year of the course. It was proposed to reformulate the workload and prepare teachers for the method. It was concluded that the teaching practice on active methodology can be improved so that it is possible to extract the maximum of its potentialities.

Potencialidades e desafios da metodologia ativa na perspectiva dos graduandos de Medicina