The main objective of this work is to present how the process of implementing the discipline of Sociology in high school in the state of Rio de Janeiro between 2008 and 2018 was like, its advances, limitations, and uncertainties. We argue that the state dynamics were influenced by common competences arising from the federative pact defined in the 1988 National Constitution, which guides the relationship between the Union, states, and municipalities in Brazil. We found that even with the mandatory national presence, sociology in secondary education is still in the implementation phase since the discipline leads the inadequacy between teacher education and their performance in the country. Even so, the space of sociology in Rio de Janeiro and in Brazil is much more established than in Spain. The thesis seeks to contribute to the teaching of sociology area to get to know the discipline in other justified by the objective of covering the period of the new golden years of school sociology, starting with Federal Law No. 11,684/2008, mandatory attendance law, interrupted by the 2017 high school reform, and now occupying a period of uncertainty with the implementation of the Common National Curriculum Base in the contexts. The chosen period is states. It is a case study with both qualitative and quantitative elements and a multidisciplinary research, with a main focus on Political Science, and supported by the bibliography of Sociology and Education. Among the results found in the investigation, it is observed that Brazilian federalism, practiced from the 1990s onwards, is still uncooperative, although the advent of Fundeb was an initiative in this direction, and often puts its federated entities in a heavy state competition. In this environment, the problems of secondary education in the country persist, which makes it difficult to implement the discipline of Sociology. The Union could collaborate more not only with greater financial transfer to subnational units, but also by expanding public policies that directly or indirectly help school sociology, such as teacher training, PNLD, PIBID, PROFSOCIO, among other government actions. Despite the efforts of the state education networks in Brazil to universalize access to secondary education, there is little fiscal autonomy on the part of some of the states of the federation, including Rio de Janeiro, and this problem affects the financing of the offer of school sociology, an aspect that has worsened in the past decade and imposes itself as one of the great challenges of a structural nature.