This study aimed primarily to understand how mathematics teachers in the Integrated High
School (EMI) at the Federal Institute of Amazonas (IFAM) manage to integrate the teaching of
mathematics with technical subjects in an interdisciplinary way, in order to foster the awakening
of mathematical thinking contributing to the polytechnic formation of students at the Federal
Institute of Amazonas (IFAM). This qualitative study used Textual Discursive Analysis (TDA)
to analyze the experiences and perceptions of students and teachers involved in EMI, focusing
on the dynamics of teaching and learning Mathematics. Tools such as interviews and diaries
allowed for a deep dive into pedagogical practices and educational experiences. The results
revealed that effective integration of Mathematics in EMI requires not only innovative and
interdisciplinary teaching methods but also strong institutional support. Motivational strategies
were identified, along with the importance of student resilience, the applicability of
mathematical logic, and the need for a strengthened curriculum to promote continuous advances
in mathematical learning. The research pointed to the implementation of active methodologies,
the use of educational technologies, and the execution of interdisciplinary projects as means to
arouse students' interest in Mathematics and improve academic performance. Furthermore, the
analysis highlighted the need to overcome barriers related to curricular integration and
collaboration between technical subjects and mathematics to solidify interdisciplinarity. The
dissertation also emphasizes the relevance of developing teaching competencies aimed at
pedagogical innovation and interdisciplinarity, suggesting continuous training for teachers to
face the challenges of integrated teaching. The resistance of some educators to interdisciplinary
approaches and the lack of time allocated to collaborative projects were identified as obstacles
that need to be overcome. This work contributes to the educational field by providing practical
and theoretical insights that can assist in improving the teaching of Mathematics in the context
of EMI. It proposes a critical reflection on current pedagogical practices and suggests directions
for future educational interventions, with the goal of enriching the teaching and learning
experience of Mathematics at IFAM, aligning with contemporary demands for technical and
academic training.
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