<p>We propose a definition of what education to politics can be in the field of sustainable development education, followed by what it implies in concrete terms to intentionally set up curricula of education to politics, between decoding of epistemologies of politically situated knowledge, multi-referentiality of social relations, problematization, and decoding of power and injustice relations. It repositions a history of environmental and development education in a political education perspective to show the role of institutional, activist, and scholarly spheres in the successive phases and currents of environmental, sustainable development, and climate education. We also show a recent paradigm shift following two decades of anomie from strongly behaviorist-based sustainable development education to climate change and anthropocene education and other metanarratives that offer more potential for political socialization. The use of curricular tags makes it possible to situate the aims of teaching over time, and thus to understand how they evolve. At the same time, it shows that the aims of education in politics can be formalized as reference points, which in turn makes them easier to operationalize</p>