The Medical Residence Programme in Family and Community Medicine (MFC), like Higher Education in Brazil, sees a need for change and adaptation. Today, its challenge as a programme is to adapt to the new profile of egresses and find the best way to guide them by integrating them into the SUS. To this end, this study proposed to analyse the teaching and learning methodologies applied by the predecessors of the CFM medical residence programme in UEPA. This is a descriptive, exploratory study of a qualitative nature. Obtained through answers collected in a semi-structured interview with open questions. The interviews were recorded and transcribed and the data analysis followed the Bardin Content Analysis model. Through the interviews, 04 main thematic axes were addressed, focusing on the perceptions and slope of the primers, in the search for an upscaling of the MFC medical residence programme. All predecessors were found to adopt some form of active teaching methodology in practice. Their interest in participating in training and further education programmes was highlighted, while there was a need for better implementation of tools capable of enhancing the exercise of preceptorship and the learning of residents. Finally, the importance of the teaching methodology model and the knowledge of various models of active teaching methodologies by the predecessors were highlighted. The need to adopt more refined tools to address the particularities of MFC, such as PET-Health, has been highlighted. Keywords: Post-graduate education in medicine. Active teaching and learning methodology. PET-Health.