ABSTRACT

This article discusses the possible effect that schools can have on students, beyond the socioeconomic factors traditionally researched by the Sociology of Education. Within this context, curriculum production can be included as a cross-cutting theme to these studies, within the scope of school effectiveness, once it interferes in the political and social construction of civic engagement of its citizens. The discussion argues the principle of Global Citizenship Education (GCE) can be taught through the school discipline of Sociology, through the concept of environmental justice. In this sense, the purpose of this article is to associate the learning of environmental justice with the increasing of civic engagement. The analysis of a sociology textbook leads to the conclusion that the curriculum of environmental justice can positively impact the increase of global citizenship and social transformation, and above all, the consolidation of a democratic culture.

摘要

本文讨论了教育对社会可能产生的影响，除了教育社会学传统研究的传统社会经济因素以外。在这种情况下，一旦课程编制干扰了其公民的公民参与的政治和社会建设，就可以在学校效力的范围内将课程编制作为这些研究的交叉主题。讨论认为，可以通过社会学的学校学科，环境正义的概念来教授全球公民教育（GCE）的原理。从这个意义上讲，本文的目的是将环境正义的学习与公民参与的增加联系起来。