The objective of this work is to bring suggestions of activities for the classroom, working on concepts and practices related to the content of Chemical Equilibrium, physical-chemical parameters, through Igarapé do Quarenta, in the city of Manaus. The approach of a city space comes to contextualize the
region, bring proximity to the students' reality and show that it is possible to achieve interdisciplinarity, as well as to improve the teaching-learning process through active teaching methodologies focused on the Amazon. In this way, the development of a didactic guide based on the inverted classroom
methodology, an active learning methodology, with the contribution of learning scripts for the teaching of Chemical Equilibrium in public and private schools in Manaus, was worked on. The work aims to favor the understanding of the concepts studied in the classroom and the visualization of them with the
students in the center of the process, in an active way, aiming at an improvement in the teaching-learning process. The methodological approach was action-research, given its participatory character and its ability to transform the environment in which it is applied, using interviews and questionnaires as a data collection instrument for prior diagnosis and evaluation of classes and learning scripts. The diagnosis led to reflection on the improvement of the teaching-learning process, with the adoption of methodologies that favor students' understanding, an analysis that dialogues with the research purpose
of working on active methodologies in the classroom. In the application of the product, carried out in a public school in Amazonas, there was engagement of the students in the use of the scripts, with dedication in the execution of the tasks and positive results in the applied evaluations, as well as approval of the teachers in the use of the classroom methodology flipped class and the didactic guide, considering it a contribution to the elaboration of scripts referring to other contents, working and adapting according to the reality of each school, favoring the construction of critical thinking and connection with the students' daily lives.
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