Resumo:
Based in a socio-historic theoretic foundation, the stregth of hegemonic ideas in education,
science and enviromental issues is decribed. The inset of biological evolution and enviromental
themes is analised, and the existence of relation and aproximations between these themes is
inquired, for in the face of the actual enviromental and knowledg crises, we see they can help
each other. Data has been collected through documental analysis of the pedagogical projects
from undergraduate courses in Federal Universities in the state of Minas Gerais. For the
analysis, we have leaned in the methodology of Laurence Bardin. Results indicate that the inset
of biological evolution is mostly restricted to a scientific curricular component, in a isoladed
fashion, characterizing living being groups studied in zoology of botanic, filling topics in
paleontology e sistematization, in any case without any relation to the pedagogical area.
Environmental themes have no emphasis in the curricula, where the a conservative major
tendency prevails, when present. The relation between society and nature and the socio environmental crisis is presented in curricular topics connected to environmental education.
The polical feature intrinsic in education is practically absent, as well as its integration with
teachers and students reality. In face of this scenary, the relations stablished by the courses
between the two themes are incipient, requiring detailed descriptions in the syllabus and/or
curricular restructuring that may contribute, in the frame of a national critical education, with
citzenship emancipation, scientific alphabetization and a transformation in the relation between
society and nature.
