The development of cognitive skills through the relationship with the context and putting into practice the teaching content acquired in the classroom is essential for students to achieve meaningful and deep learning of knowledge. This contributes to the strengthening of skills such as problem solving, critical thinking, metacognition, logical reasoning, understanding of the environment, among others; They are enhanced every day, when academic content is contextualized and applied in real practical situations. Through an exhaustive and meticulous bibliographic search and the application of a diagnostic activity, the aim is to find true information that explains what are the barriers that prevent the contextualization of learning in the environment? O What are the most effective strategies that allow generating meaningful learning in the teaching of mathematics and physics subjects? During the search, some epistemological gaps were found with respect to the contextualized teaching of these experimental areas in relation to the implementation of the two subjects, however, some research works by area were evident, highlighting the teaching of meaningful learning in the classroom with different activities to strengthen some particular topics or mediated by TIC. Regarding the diagnostic application in two groups, experimental and focal. The lack of appropriation and analysis of the students regarding the implementation of their knowledge is evident. All of this invites teachers to reinvent their educational practices, generating meaningful learning.