This study investigates the education-curriculum interface in Science and its implications for education and science teaching in the Amazon from the narrative of a group of teachers in the academic master´s course within the Graduate Program in Education and Science Teaching at UEA. It is based on studies conducted by authors such as Goodson (2003), Delizoicov (2004), Cachapuz (2005), Moraes, Hachmann and Mancuso (2005), Silva (2007), Lopes (2007), Arroyo (2011), Demo (2010), and Chassot (2011). The methodological route centered on a qualitative approach of narrative nature, supported by the techniques of participant observation, narrative interviews, focus groups and documentary analysis. The findings revealed that the valuation of experience and expertise in the continuing education of teachers in Science Education through narrative research can promote processes of (re)thinking the curriculum in the Amazon.