The current need to use active methodologies in undergraduate courses, described in Resolution No. 2, of April 24, 2019, of the Ministry of Education, which presents the National Guidelines for the Undergraduate Course in Engineering, has encouraged teachers to apply the aforementioned classroom methods. Given the above, the present study aims to contextualize the training of teachers who work in higher education, in order to understand the challenges faced in this profession with reference to the adoption of active methodologies. Therefore, it is methodologically guided by a qualitative and quantitative approach, whose data collection instrument was a questionnaire answered by 29 teachers. It appears that all participants have already tested or implemented the active methodology in their classes, with the most used techniques being: problem-based learning, project-based learning, case study. It is verified that the acceptance and interest of the students, the time for planning and the difficulties of planning and adapting the techniques to the content, are pointed out as the biggest challenges.