(Introduction)

Sustainable development is still a difficult concept to articulate in the pedagogical practice of teachers.

(Objective)

Integrate the concept of sustainable development in the curriculum at the Escuela Normal Superior Santa Ana by the teaching group of natural sciences and environmental education through the space-context strategy.

(Methodology)

The critical-reflexive paradigm was assumed with a qualitative methodological approach, and action research as a methodological design, where the products of the teaching work were inputs for the evaluation of the intervention. The data collection techniques were the interviews, the documentary review, specifically of the Institutional Educational Project, the School Environmental Project, and the curricular proposal of the science area; and as an instrument, a questionnaire validated by 5 experts. The interpretation and analysis of the data were carried out through a triple entry table in the light of the referents and the theories.

(Results)

The concept of sustainable development was strengthened in the teaching group, subsequently, a proposal was developed aimed at making adjustments to the plan of the area of natural sciences and environmental education and incorporating into the curricula the Place Base Education approach and the competences and goals of sustainable development.

(Conclusions)

The intervention proposal managed to raise awareness among the teaching staff of redesigning the curriculum to assertively articulate the concept of sustainable development.