Teaching human anatomy represents a significant challenge in health education, given the complexity and breadth of its content. Active methodologies, such as the Problematization Methodology (PM) based on Maguerez's Arc, have proven to be effective strategies for promoting meaningful learning. However, there is still a gap in its effectiveness in the practical classes of this curricular component. Thus, this study aimed to analyze students' perceptions of the teaching-learning process in practical classes of Systemic Anatomy, with the application of PM, in the Physiotherapy course at a public state university of Pernambuco, Brazil. This is a qualitative, descriptive, and exploratory study conducted with 16 first-semester students, based on a guiding question applied at the end of the academic semester. Data analysis was performed based on content analysis, from which six thematic categories emerged. The findings showed that the PM contributed to student engagement, the integration of theory and practice, the development of critical and reflective thinking, and the consolidation of more autonomous learning. However, difficulties were reported, such as fatigue due to the workload, adaptation to the method, and organizational challenges. Thus, it can be inferred that the PM has significant educational potential in the practical teaching of Systemic Anatomy, provided it is applied under appropriate structural and pedagogical conditions, representing a strategy that promotes the critical and reflective training of future health professionals.