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.