This paper had as objective to investigate in what terms Mathematical Modeling
associated to the transverse themes can contribute to improve the students'
teaching-learning process in Mathematics, especially in the Education of Youth and
Adults (EJA). A research of qualitative nature was accomplished, in the participant
observation, with data collected starting from contextualized activities and modeling
activities, questionnaires, semi-structured interviews and field trip report. The present
paper shows the methodological directions of the research that was accomplished in
a public school, with a group of EJA, that is, youth and adult education (4th stage), in
the Municipal District of Castanhal-Pará, where activities involving the transverse
themes were applied, such as health, work and consumption and environment.
Through speeches, behaviors and attitudes of the subjects involved in the activities,
and exchange of experiences with the teacher-researcher, it was collected data for
later analyses based in theoretical references. The results show that, in spite of the
initial difficulties in the process, the students, subject of the research, improved in the
learning of mathematical contents. It was concluded that these results show the
importance of inserting Modeling as a teaching strategy, and despite some obstacles
for its implement in the teaching, it can provide to the student of EJA, acquisition of
mathematical contents and possibilities of turning him/her into a critical and reflexive
citizen.
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