The traditional methodologies in the teaching of Chemistry, represent the pedagogical practice of many teachers that worked through the transmission and reproduction of knowledge, where they place the student as a passive subject discouraging him from protagonism. In this case, it is necessary to reflect on the search for new methodologies that provide a different view for the current educational paradigm. So, the present work arises with the objective of demonstrating that the active methodologies enable the potentiation of the teaching / learning process, promoting the protagonism and self-formation of students in the teaching of Chemistry. The research took place at the Federal Institute of Education, Science and Technology of Amapá - IFAP, having as subjects of the research the classes of 1st year of the Technical Course of Medium Level in Food in the integrated form and the 3rd year Technical Course of Medium Level in Buildings in integrated way. The methodology was based on an action research with a qualitative approach, enabling the analysis of the application of active methodologies through the application of techniques: problem tree, problem-based learning (PBL), mind map and study directed at teaching chemistry. The results showed that students developed more interest, achieving greater autonomy and leadership in Chemistry classes.
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