Nowadays it is consensus that institutions of tertiary education should promote the idea of the process of curricular environmentalization, which enables us to think about the sustainability of our planet, by means of an integrating project of knowledge. In this sense, the work investigates how the environmental dimension/issue is included in the under graduation course of future Chemistry teachers of public universities in Brazil, or rather, how this dimension is related to scientific, technological, economic and social issues. An analysis of the presentations of people from the social actors, involved in an ongoing course, is based on sociological and philosophical concepts to characterize the behaviour and ways of thinking, dealing with present environmental questions in the curricula, which are experienced in every-day life.