This research proposes an alternative to integrate Pedagogy, content, and technology into the classroom, which is conceived as a conceptual place that has elements related by means of the process of Teaching, Learning, and Evaluation (E-A-Ev), which work as convertors of the work that takes place there. Due to their relevance in terms of research, the elements which are present in the development of a class are: 1) the texts of university level Physics, 2); History and Epistemology; 3) the teacher's knowledge; 4) the students' previous knowledge; and 5) digital technology. By reviewing these elements, it can be shown that they converge within the classroom, and that they point out some difficulties that have not yet been resolved. Thus, they must be integrated in order for the development of the E-A-Ev process to be improved. Hence the need to integrate the pedagogical, technological, and content-based knowledge present in the classroom, which is why the following research question was posed: How to integrate the Pedagogy, content, and technology in a curricular proposal for teaching, learning, and evaluating the concept of movement? The question was conceptually analyzed assuming integration as a curricular research based on Pedagogical and Technological Content Knowledge. Even empirically analyzed through a case study (one University Physics Course made up of 31 students). This framework allowed us to propose as a general objective: To elaborate a curricular proposal that integrates pedagogy, content, and technology with the E-A-Ev of the movement concept. The empirical study required the following hypothesis: if the curricular proposal for the E-A-Ev of the concept of movement integrates Pedagogy, content, and technology, it will contribute to the creation of scientifically-literate citizens. The verification of such hypothesis implied three phases: a) the planning of the project, which included the theoretical conceptualization, the characteristics of the case, and the elaboration of the proposal; b) the empirical study, including data application and data collection; and c) the justification corresponding to data analysis and conclusions. The data analysis was done by analyzing the answers of the class, home, experimental, and assessment activities, and it ended with a statistical analysis of evaluation tests No. 0 and No. 4. This analysis made it possible to verify the fulfilment of the hypothesis. One of the conclusions of the research is that assuming the curricular proposal humanizes the E-A-Ev process by integrating the student and his/her previous ideas into his/her learning, and allows the teacher-researcher to become a leader in his/her classroom.