The Challenges of the 2030 Agenda in the Geological Era and Interdisciplinary Education

Objective: This article establishes connections between the concepts of interdisciplinarity and education in the geological era. After the eight-millennium goals of 2015, the complexity of globalization required the expansion of the goals to the principles of the 2030 Agenda, proposed by the United Nations. Quality Education stands out to raise the levels of well-being and quality of life on the planet. The objective of the article is to propose an interdisciplinary educational matrix that brings these discussions to light. Theoretical Framework: The scenario of the geological transition justifies the discussion on an education that generates change, interdisciplinary, with theoretical approaches in environmental education (EE), human rights education (HRE) and education for sustainable development (ESD). Method: The methodology, of a qualitative nature, involves exploring bibliographic studies. Results and Discussion: The results and discussions generated an interdisciplinary educational matrix, based on the Sustainable Development Goals (SDGs), to be developed in schools and universities, prioritizing inclusion and the promotion of multifaceted interrelations. Research Implications: Facilitation to enable the insertion of interdisciplinary educational proposals at the heart of the SDGs through investments in innovative, flexible and inclusive curricula, and the possibility of inserting interdisciplinarity in subjects to bring an innovative scenario for the training of teachers and students. Originality/Value: The originality of the text lies in the viability of the proposal, for the field of education, to be part of the diversity of didactic-pedagogical planning of educational institutions, transversely in disciplinary knowledge and expertise.