There are many challenges that arise for education in human rights and environmental education in todays society, and teacher education is a strategic field of reflection. To think these issues in science and biology curriculum, sought to establish the theoretical and methodological similarities between the critical aspect of environmental education and counter-hegemonic discourse of DDHH, from categories of environmental justice, using references to popular education of Paulo Freire, of knowledge ecology of Boaventura de Sousa Santos and the environmentalism of the poor of Martínez-Alier. This study aims to characterize as the graduation in Biological Sciences from the public universities of Rio de Janeiro City (UNIRIO, UERJ and UFRJ) have addressed the issues of Environmental Education and Human Rights. To this end, we opted for the triangulation of data made the analysis of Political Projects Pedagogical Course, interviews with teachers and coordinators and questionnaire to graduating students. He sought in this way to characterize the concepts that inform institutional documents and the objectives of the course in relation to the themes, the understanding of teachers and coordinators on environmental education and human rights identifying conservative aspects and hegemonic and / or critical issues and counter-hegemonic in his speeches. The questionnaire with graduating students composed the analysis of how these students see their training and what their expectations of future teaching performance on the issues. The study indicated an expansion in the objectives of the training of science and biology teachers, incorporating human and social formation. In this regard, EE is more fully inserted in the initial training, especially with a conservationist approach, while human rights are treated only as a backdrop, especially for the treatment of relational aspects, for the respect and non-discrimination. The insertion of the thematic happens according to personal understanding of teachers, and there is a collective and institutional reflection on the purpose of this dimension of training, although teachers and coordinators are unanimous in recognizing the importance of this integration. They are potential courses of the inclusion of various social groups students, the experience and demands brought by schools and extracurricular activities.