Innovation has become a must in contemporary society. In it, university teaching is called to use active methodologies as a way to innovate in teaching. It is reported that these methodologies produce active and autonomous subjects. In this sense, this article seeks to understand the effects of truth about the active methodologies in the production of active students. It brings part of the results of a research, whose corpus is constituted by the said in circulation in the course of training of university teachers, as well as of interviews with participants of this formation. The theoretical and analytical tools of the philosopher Michel Foucault were used as reference, namely: device, discourse, power and truth. Through the methodological network that articulated elements of educational netnography, narrative interviews and the analysis of Foucauldian-inspired discourse the argument was developed that innovative teaching is in continuity with the production of the position of subject discipulus iacto. It is concluded that the demands placed on innovative university teaching, to use active methodologies, respond to the urgency of forging the position of disciple subject iacto in neoliberal rationality. The demands for the use of active methodologies, therefore, govern the student and teaching conducts in the innovative university education. [ABSTRACT FROM AUTHOR]