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Based on empirical evidence, this research aimed to offer a methodical approach to politicizing the apprenticeship of the Sustainable Development Goals (SDGs) through drama performances and agonistic debates from the perspective of the theory of radical democracy. A case study was carried out during an academic year in Physical Education Teaching Education (PETE). The analysis of the data obtained from the students ( N  = 45) and teacher’s journal showed evidence that this teaching proposal politicized the learning of SDGs since it allowed students to: (1) interpret SDGs as a conflictive and plural space; (2) read the SDGs in terms of ‘left’ and ‘right’ politics, (3) mobilize their political emotions; (4) explore the power relations implicit in the conflicts associated with SDGs; and (5) participate in collective decision-making processes. The text concludes by proposing some teaching strategies for politicizing the learning of SDGs.

environmental education research

Politicizing the learning of Sustainable Development Goals through drama performances and agonistic debates: a teacher training experience from the perspective of radical democracy