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ABSTARCT: This paper is based on results of the research project: Guidelines for an Antioquia professorship and it aims to demonstrate the possibilities of curriculum integration that territory, as a matter of education, provides by taking the educational process of social sciences and in particular, seeking to educate knowledgeable citizens of the living space. It is a pedagogical approach where territory as a conceptual resource, is defined as the located area, consisting of a nation, socially produced, always in process and where political, economic, cultural and natural dimensions are identified; these are all conceptual systems that explain it and demand interdependence and complementarity between them when being taught. As a pedagogical approach is conceptual and methodologically based on classical thinkers like John Dewey and contemporary authors such as Milton Santos, Gimeno Sacristán, María Laura Silveira, Raquel Gurevich, Lawrence Stenhouse, Carlos Álvarez de Zayas among others.

The NGOs working in Viet Nam in the field of biodiversity often cooperate with local researchers in the natural sciences, which is understandable. But they often overlook researchers in the social sciences, or have recourse to their expertise only in the case of feasibility studies. Conversely, social science research conducted by the Vietnamese often neglects the natural science aspects. This article sets out to show that these are indeed local institutions whose preoccupations match the global concern for preserving biodiversity, but that there is also a need to stimulate basic research aimed at determining more precisely, from a historical standpoint in particular, how the Vietnamese concept of nature has evolved. 2 References. Adapted from the source document.