Mathematics and physics are areas of knowledge historically linked. Among many other factors, this is because the former provides structural support to the latter. However, when they are worked as curriculum components, in undergraduate courses, mathematics classes are usually taught as if there were no connection to physics. Based on this assumption, this work aims to use a teaching strategy for the student to understand physical phenomena from mathematical themes, relating the knowledge learned in class with the real world, thus teaching crosses the barrier of four walls that delimits the traditional classroom. This teaching strategy was based on the works of Bunge and it is called modeling method and to enable its application in the teaching-learning process, Lev Vygotsky's theory of learning was used. To verify the efficiency of the method, it was applied in a class of the first semester of the undergraduate degree in Science and Technology, in which Mathematics and Physics are presented in much of the curriculum. The research took a qualitative approach and was designed as a case study, thus the data were collected through observations, interviews, reports and video and photo records. Through the data analysis it was possible to verify that the research objectives were reached, corroborating the hypothesis initially raised that the didactical proposal would facilitate learning of Physics and Mathematics. These results made it possible to infer that teaching from the perspective of modeling enables students not only to understand physical phenomena, but to solve real problems involving physics through models. From the research, an Educational Product was built to guide teachers who intend to use the modeling method in their classes.
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