This article is the result of a postdoctoral internship in science and mathematics teaching at the Federal University of Amazonas, and aimed to identify and specify active learning methodologies, considering a set of contextualized practices and techniques, viable to science teaching and mathematics. For this, a qualitative approach methodology with descriptive research characteristics was used. The constitution of the data, comprised the period from 2015 to 2020, selecting texts with direct relations with the theme, through analysis of Systematic Literature Review (SLR). The results identified seventeen active methods that value and are related to student autonomy and protagonism, thus contributing to the study of the theme by teachers and / or teacher trainers, and to the strengthening of scientific education. The active methodologies are represented mainly by models of learning based on projects, collaborative activities and solution of real problems, taking advantage of technological resources, having high pedagogical potential.
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