This article is an exercise that seeks to encourage discussion
of the scientific concept of integrated curriculum and teaching and
its relationship with the biological and socio-cultural identity of the Amazon, in practice, the biodiversity in the anthropological view, it is
clear that this discussion is very broad, and here do not exhaust, just
insisted on several opinions that, right, strengthen the importance of the
pedagogical practices of the integrated curriculum focused on the spot,
and his characterizations special. ! e integrated curriculum is part of a
concept of the learning organization that aims to provide an education
that covers all forms of knowledge produced by human activity. It is a
progressive vision of education as it does not separate the knowledge
accumulated by humanity in the way that scientific knowledge
acquired by students in their daily lives and cultural relations materials.
the relation of knowledge of biodiversity and education needs is
applied in the integrated curriculum, thus resulting in interdisciplinary
environmental education practices. To be considered environmental
education as a social process essential for the formation of the mentality
of the citizens of a society, pass up the belief that the school is the ideal
space for the socialization of knowledge that is the result of a long
process: the relationship of man with nature and with others
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