The demand for higher education by low-income people increased in the same period when there is a strengthening of private education at the expense of public education. This made it even more difficult for these people to access higher education programs. In response to this increasing gap, a movement arose to create community college entrance exam courses, being the Seja-Mais one of them. Its group of teachers is composed, in large part, of students of the courses offered by PUC-Rio, where it operates. More than democratizing the access to higher education, Seja-Mais acts in the training of its volunteer teachers. Considering the role of Seja-Mais in the training of its teachers, the general objective of the present work is to promote a reflection on the practice of Biology teaching in the college entrance exam course Seja-Mais during the years 2018 and 2019, focusing on methodologies used in the classroom. This is a qualitative research, based on interviews conducted through Google Forms platform, which contained the Informed Consent Form (TCLE). Five Biology teachers and 8 students from 2018 and 2019 classes were interviewed. The study aimed to argue how the use of pedagogical methodologies, such as active teaching methodologies, can be used in pre-vestibular courses in Biology classes. From the results obtained, it was concluded that the use of active teaching methodologies in entrance exam courses is possible, but they should be well planned and accompanied by traditional methodologies. In addition, it was proven that the variation in the methodologies used in the classroom increases the engagement of students and provides more significant learning in Biology classes.