This paper analyzes the meanings of curriculum integration that have been constructed at present time by the Nature Sciences disciplinary community, in view of Brazil’s secondary education curriculum reforms. Over the last two decades, Brazil has undergone a series of initiatives to reform the secondary educational system. The beginning of these efforts can be traced to the publication of the National Curriculum Parameters (PCN) in 1998, which brought new ideas (such as skills, competences, interdisciplinarity and contextualization) as guidelines to manage teachers’ practices and performances. Following the PCN, the notion of areas of knowledge begins to challenge the school subjects’ framework, which has been the hegemonic method of curriculum organization in Brazilian schools. To analyze curriculum integration from the viewpoint of Nature Sciences, we articulate ideas from the field of Curriculum History (Ivor Goodson; Thomas Popkewitz), as well as from Curriculum Policies (Stephen Ball) and Social Discourse Theories (Michel Foucault). This articulation has occurred within the scope of the research project ‘Current reforms in Biological Sciences teacher training courses: meaning the curriculum innovation at present time’ (CNPq and Faperj), which are developed at the Curriculum History Study Group, in the scope of Nucleus of Curriculum Studies at UFRJ, investing in the construction of an argumentative approach for historical studies on curricula, academic disciplines and school subjects. We examined the different discourses circulating inside Brazil’s academic sphere on a national scale, to better understand how the curriculum integration theme has been produced. We performed a bibliographic review over the actas of two prominent academic events: the National Meeting of Research in Science Education (Enpec) and the National Meeting of the Association of Graduate Studies and Research in Education (Anped). The papers considered in this review were submitted under the thematic line Curriculum for both events, and were also considered papers submitted under the thematic line State and Education Policies, for Anped. The analysis we made over the ENPEC actas indicates that the theme of curriculum integration has appeared in the discourses associated with the Nature Sciences’ broader area, signifying interdisciplinarity and thematic approach. Most of them focused on specific experiences where traditional subjects perform educational situations through a thematic and/or interdisciplinary approach. Few papers, however, center their discussion around public policies or as an actual proposal of curriculum reorganization. While looking through the Anped actas, we did not encounter many papers that considered curriculum integration with an emphasis on Nature Sciences’ education. However, the papers that focused on curriculum integration in a broader sense indicate that the education research community has been connecting the meaning of this theme, with that of curriculum reorganization. Our analysis show that the disciplinary communities associated to Nature Sciences’ broader area have been producing discourses that signify curriculum integration as possibilities of education-related situations that rely on thematic or interdisciplinary approaches, but that can be conducted within a curriculum organized via the school subjects’ framework. This perspective guarantees the stability of traditional subjects in the midst of efforts to reform the national secondary education scenario.