This research aimed to understand how the speeches of teachers, who work in High School, in the area currently called Natural Sciences and their Technologies, are configured regarding the implementation of Transversal Themes, considering the 20 years of validity of the National Curricular Parameters. In view of this, we developed research with a qualitative approach and were anchored in the theoretical-methodological assumptions of French Discourse Analysis. The corpus of analysis was constituted through the application of an online research instrument to teachers from the Tocantins state network who worked, in subjects in the area, in High School in any period between 1998 and 2020. Regarding the concept of Transdisciplinarity, the teachers’ speeches revealed meanings that refer to cooperation/dialogue/interaction between different areas of knowledge/disciplines in approaching content/themes. The analysis of the concept of Transversally, in turn, shows that the statements express meanings of connection/integration and the need for contextualization and approach to everyday issues. We evidence, on the one hand, that teaching discourses converge with the meanings found in official documents from the 1990s onwards, which assume citizenship as the guiding axis of education and highlight social issues as fundamental themes in the process of curricular organization. Such meanings, on the other hand, are based on the centrality of curricular content, while social themes, although seen as important, are understood as supporting elements and not integrating axes of the different areas.
