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In Brazil there are schools with Science Clubs in operation and there is a significant scientific production about these educational practices for the teaching of Sciences. In view of this, we developed a systematic review research with the objective of enunciating an educative identity for the Science Clubs based on the analysis of concepts and objectives of this educational practice in the school, disseminated in scientific production. For this, a systematic review protocol was elaborated to read the researches, inventoried in five portals of scientific production. The concepts and objectives for Clubs of Sciences identified in the 60 Brazilian researches were organized into categories of analysis and interpreted based on Bernard Charlot, in the theoretical perspective of the relations with knowledge. From the synthesis of the systematic review, we can conclude, in the search for an educative identity, that a Science Club is characterized in a medium of relations with knowledge, in which its participants, students and teachers, share experiences of the three figures of the learning: the epistemic, the social and the identity, mobilized by intellectual work, in the direction of human formation. Facing this, we highlight the possibilities and perspectives that the Science Clubs have for teaching Science in Schools.

O CLUBE DE CIÊNCIAS COMO PRÁTICA EDUCATIVA NA ESCOLA: UMA REVISÃO SISTEMÁTICA ACERCA DE SUA IDENTIDADE EDUCADORA