This article assesses the applicability of Postmethod Pedagogy in teaching English as a foreign language (EFL) in Brazilian schools. The qualitative, bibliographic research draws on studies of language acquisition and pedagogical approaches. It examines limitations of traditional methods and the theoretical and practical bases of Postmethod Pedagogy, proposed by B. Kumaravadivelu, which stresses teacher autonomy, contextualization, and critical thinking. Results indicate it is an effective, necessary alternative to current challenges, promoting more inclusive, critical, and culturally responsive practices.