This research was to investigate: how the integration of computer use and the Portfólio in the process of mathematical modeling, contributes to the learning of mathematical knowledge from perceptions of high school students? Where the desire to seek answers to this question, we draw the main objective: To investigate the insertion and use of computers in the process of mathematical model with the aid of the Portfólio, as facilitators of the learning process of mathematical knowledge. The research approach is qualitative and deals with the theoretical framework in which we articulate from authors of mathematics education in particular researchers in the field of mathematical modeling as Biembengut and Hein (2007); Bassanezi (2006), Barbosa (2001, 2004, 2007); Borba and Penteado (2001); Canavarro and Bridge (1997) among others, and some authors that address more specifically the integration of technology in education as Valente (1993), Almeida (2000), Belloni (2005) between others. In interweaving the ideas relate elements (computer modeling and Portfólio) to support a different treatment of mathematical knowledge in pursuit of minimizing, for example, low levels in the System of Evaluation of Basic Education (SAEB) of high school students in the state Para mathematics. Thus, we understand how necessary to revise the current way of implementing the teaching of mathematics. We describe the history of modeling and some concepts, seeking points of rapprochement with the new technologies especially computers. Field research was developed from the course: Mathematical Modeling: Learning mathematics using the computer, we collect data during field research using as instruments the Portfólio and the questionnaire. The use of Portfólios in the research was inspired from an idea into Biembengut and Hein (2007) who say there is a need to create a report at the end of the modeling process, but we intend to extrapolate this idea, as well as being an instrument to collect data, the Portfólio is formed into an instrument of organization and constitution of the process of mathematical modeling. For the analysis of the data defined categories of analysis of the type emerging from Lorenzato and Fiorentini (2007). The field was developed in the Computer Laboratory of the state school school Mario Barbosa of the metropolitan area of Belém do Pará, in which, through the insertion of computer use in the modeling process using the Portfólio, optimizes the learning of knowledge math for high school students. Activities carried out are that the learning environment generated by the modeling computer lab allowed us to work collectively and collaboratively, in which the results were significant, especially when we articulate the use of computer modeling and Portfólio in a terms of trade, thus enabling the conduct of the process of mathematical modeling in a dynamic way.
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