The birth of sociology in Brazil and the studies about education have clustered, since the mid twentieth century, around several centers of research, many of which were dismantled by the authoritarian regime of the 1960s. Part of that tradition, which will be examined in this text, refers to a heuristic and suggestive way of articulating the interfaces between the sociology of education and the studies on youth that must be considered these days. It is not a case, therefore, of carrying out an appraisal of the vast sociological production about education in Brazil developed in recent years, but of problematizing important perspectives that have been guiding the development of this discipline in this country.1