Abstract: This work presents a research about the scope and limitations of a didactic intervention in the teaching-learning process of trigonometric concepts addressed to the students of the Technical Course in Electrotechnics Integrated to High School of IFPB, through quantitative and qualitative research of a descriptive and analytical nature. Initially, it was mapped through a pre-test of the subsumer (integral elements) of the meaningful learning Ausubelian theory. Then, the students were involved in a didactic strategy for the construction of trigonometry concepts. They were submitted to a post-test as a way to map the evolution of the possession of concepts acquired throughout the process. For the qualitative analysis, we used the updated Bloom Taxonomy, evaluated by the t-student distribution, with a 95% confidence index and an error margin of 1.06. By the scores after the test, it can be assessed that the methodology applied by the teaching module allowed students to improve learning in the application, knowledge and understanding.

Key words: trigonometry teaching, meaningful learning, integrated technical teaching