Description

The article describes the experiences of a qualitative research whose general objective was to show significant learning in a population of 30 eleven grade students after having implemented the integrated task pedagogical strategy, which consisted in the elaboration of an organic fertilizer where the students had to demonstrate their ability to relate under the same activity the subjects of mathematics, natural sciences, agricultural production and livestock. In its methodological part, the research initially explored the knowledge of students and teachers in relation to group work and interdisciplinarity, followed by the implementation of the practice and execution of the task integrated in the facilities of the institution and finally analyzing the contributions of the pedagogical strategy. The findings and results of this research address the perspective of several authors and the contrast with the experiences resulting from the activity.