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An academic article is presented derived from an integrative evaluative project that its authors carried out as part of their doctoral studies at the José Martí University of Latin America, in Monterrey, Mexico. The project was carried out according to the Project Based Learning (PBL) methodology, from the perspective of qualitative analysis. It was aimed at making a proposal to resolve difficulties that arise in the teaching-learning process in times of pandemic, in a hybrid educational model. It is theoretically based on the neuroeducational approach and meaningful learning. Contributes by providing a proposal for an integrative strategy based on emotions for the study of a topic from the subject of Chemistry at the High School level.
