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The principal aim of the text is to discuss aspects that enable an understanding of the historical and cultural conditions that led to the emergence of ecology in the teaching of sciences from 1950-1960. Amidst the production of pedagogical meanings for the science taught in schools, the renewal, which emerged in the wake of the Second World War led to a dialogue on academic, pedagogical and educational purposes (Goodson, 2001), strengthening the influence of social aspects on how this school subject is taught. In this sense, the conditions presented here for the emergence of ecology, considered a curricular innovation that stemmed from the renewal of the teaching of sciences, produced profound transformations in the teaching of this subject that are still felt today. Combining views related to the field of Biological Sciences with others of a moral and social nature, changes are made in how students are taught in basic education in Brazil, which end up constituting certain forms of being part of the world in which they live. This work is part of the research conducted for the project called “The Sciences and Biology Curriculum: a socio-historic look at teaching materials in schools in Rio de Janeiro” (JCNE/Faperj2017). With references to the socio-historical curricular studies of Ivor Goodson, the project has recently studied the dialogues with the works of Thomas Popkewitz. In the dialogue between these authors, the textbooks on science are used as historical sources that attest to the aforementioned curricular changes (Goodson, 2001) and allow an analysis of the alchemic processes (Popkewitz, 2001) that, in the period in question, constituted valid knowledge and produced students for the subject of science in schools.