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.