The context and social circumstances are important variables that interact with the particularities of students to promote learning and reasoning. The contextualization of teaching and learning becomes a responsibility for the teacher who must bear in mind that the appropriation of knowledge occurs best in a context of cooperation, where individual gain translates into gain for the group.

Students, from their side, should see the knowledge of a discipline, as part of a complex network of values and activities that affect the territory where they live and their society. In this sense, it is evident that the subjects gain a preponderant space in their performance. Thus, his teaching in the context of the situations of the territory would help to form in the students the conviction of the usefulness in solving the problems of society; of the value of his scientific theories and of the discoveries made. Teaching and learning in the context of the territory would give real value to the premise that education, including science education, is for everyone.

Therefore, the topics to be discussed will focus mainly around these two questions:
(1) The contextualization of the teaching-learning process of the subjects, taking advantage of the interdisciplinary links between them
(2) The approach of this contextualization to the reality of the territory where the students reside