Critical Literacy to Promote Improvement in Pro-Environmental Behavior. Didactic Proposal for the Study of Antarctic Issues and Environmental Education in Secondary School from Transdisciplinarity.

Due to the current climate crisis, it is imperative to acquire conceptual knowledge of this issue and generate changes towards a pro-environmental lifestyle. In this sense, Critical Literacy (CL) (Aguilar et al., 2019; Hernández, 2019; Kalman, 2018; Sandoval and Zanotto, 2022) develops the thinking that manages that felt and transformative awareness. The implementation of CL linked to transdisciplinarity (Luengo, 2012; Morin, 1995; Nicolescu, 1994) and environmental education complement each other, challenging us to develop teaching-learning practices related to reading and writing as a social, dialogical, and holistic instance.

Therefore, the study's research question is: How to implement a transdisciplinary educational strategy that promotes LC and pro-environmental behavior considering a curricular progression in secondary students? The objective is to propose a transdisciplinary strategy to conduct research on Antarctic topics, which, being a key site for the planetary climate where anthropogenic effects are evident, makes it favorable to approach transdisciplinarity from social, cultural, scientific, and environmental perspectives.

The methodology of this communication describes a didactic strategy for environmental education in the research of Antarctic topics, linking experimental scientific disciplines and human sciences (Language and Literature) through transdisciplinarity to develop literacy competencies. The progressive proposal in secondary education encompasses the dimensions of Reading, Oral Communication, Production, and Research (ROPR). For the development and evaluation of the proposal, the Chilean school curriculum was analyzed; the evaluation of the pilot application was conducted through students' written works and oral presentations, as well as experiences shared by teachers and students.

Results: Curricular units were identified where activities can be developed progressively, with two planned for each level: internal social research; literary and communicative creations, experimental investigations, talks by Antarctic scientists, and participation in science fairs. The transdisciplinary work promoted an exchange of disciplinary and didactic knowledge, fostering the development of critical thinking and a pro-environmental attitude.