This research aims to report the course and the results achieved at an initial diagnostic evaluation performed by a groupof undergraduate students at the second term of Pedagogy on the discipline Educational Sociology. The diagnosis focusedon the use of active learning methodologies guided by the institutional project FAESA Class. From this diagnosis, weoptedfortheflippedclassroommethodologyinordertoattendtodifferentcoursesandlearningprocesses,aimingtofosterinterest, commitment to their individual learning process, interaction and active engagement in face-to-face classes in allthe students. It was verified that the lack of a habit and an appropriate studying methodology at basic education interferedirectlyinthestudents’academicperformanceinthebeginningofhighereducation.Inrelationtotheactivemethodology,theflippedclassroomturnedouttobeaneffectivetooltoattendtothediversityfoundinthisgroup