Relationship between mathematics, geography, and physical education: proposal for an inclusive and integrative education

Abstract

Providing quality education in public schools is the great challenge of Brazilian society. It is no longer possible to use univocal methodologies that translate into centrality in teaching and instruction; It is urgent to present to the students a wider range, with methodological and evaluative diversity that, together with the technological advances, provide a significant learning experience for their personal and professional lives. In this sense, interdisciplinary relationships are insightful instruments with feasible applicability in the daily life of an integral school, corroborating the idea that it is necessary to bring the contents closer to the reality of the young. Also, in the present work, mathematic, geography and physical education is the nodal point of a planning that turns to the student, by the student and with the student, who develops his learning conducting research with authorial bias, using the knowledge to understand a holistic reality to which it is inserted being able to turn your life in a positive sense.

Keywords

• escola. aprendizagem. autoria