Introduction. School education has a key role to play achieving the goals of the 2030 Agenda for Sustainable Development. Aim. Examine which sustainability areas are prioritized by the Chilean school curriculum, as well as the pedagogical approach proposed by school subjects to approach this type of content. Methodology. A two-stage sampling was developed for this research. In a first phase, 7th to 10th grade language curriculum was selected, where the sources and analysis units were identified and explicitly include the sustainable term and its related words (sustainable, sustainability) in the subjects. This allowed to recognize the presence of this concept in four subjects of the national curriculum: Art, Science, Technology and History, Geography and Social Sciences. In a second phase, content units were classified into four categories. These categories allow to analyze the pedagogical and conceptual treatment carried out by each subject. Results. Of the four analyzed subjects, History, Geography and Social Sciences holistically addresses this matter. However, the analysis reveals that addressing sustainability issues limits the development of citizen skills in education, as it does not address the controversies that this model generates at the national level. Conclusions. In conclusion, some suggestions are proposed to redesign the curriculum to generate different views to reconsider sustainable development from a critical and local perspective.