Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Even prior to the SARS-CoV-2 pandemic, education presented some gaps in the didactic-pedagogical field. Due to the constant reinvention of didactic-pedagogical practices, it is of paramount importance to integrate active methodologies in educational spaces for improving the processes of action-reflection-action-reflection. We present an Articulating Methodology (AM), as a potentiator device, for intersectoral work between the health and education sectors. The goal of this paper is to systematize Articulating Methodology concepts with Permanent Health Education (PHE) principles. This is an exploratory study carried out in three steps: describing the authors' experiences; bibliographic research; and integrative review for a discussion about the contextualization of the active methodologies. We identified important elements that can be added to the AM using technology information. As conclusion, we highlight that it is essential the importance of the teacher’s role in the educational process. Nonetheless, it is necessary to develop such a sensitive reason for a more humanized practice. The AM stands out in this process, through the creation of Proactive Agendas, as well as ethical and moral principles, which reinforce social participation, didactic-pedagogical development, and technological information use, allowing the grown up of the narratives that emerge from the participants' experiences/voices/listening.
