2019-01-022019-01-022018-02-19https://ri.ucsal.br/handle/prefix/527One of the challenges of the current school lies in the search for an interdisciplinary approach of subjects that are treated in a separated way. The research that gave rise to this dissertation was constituted from the articulation between subjects of extreme relevance in the formative curriculum of the basic education, such as Mathematics Education (ME) and Environmental Education (EE), through a pedagogical aspect of action. Aiming this, the present study searched to make a diagnosis about the mathematical and environmental knowledge, of the second cycle of the elementary school students, based on the reality of the community in which they are inserted. The research was characterized methodologically by the quantitative analysis from data collection through a structured questionnaire. Descriptive and multivariate analyzes was used for this diagnosis, applying the exploratory Principal Component Analysis (PCA) in order to reveal the behavior patterns of these students. The results indicated that the students presented a certain difficulty in articulating knowledge acquired in the school environment with the situations experienced in their local community, as such, being an indication that this knowledge can and should be worked in a connected way when integrating ME and EE. The great challenge of this work is to propose a plan that can enable meaningful learning among these two subject.Acesso AbertoInterdisciplinaridadeMatemáticaQuestões AmbientaisInterdisciplinarityMathematicsEnvironmental issuesDissertaçãoPlanejamento Urbano e RegionalPlanejamento Ambiental