This article advances a dialogue for understanding curriculum integration as a form of radical pedagogy, starting from science education in times of climate crisis. The paper weaves Paulo Freire's work about a radical form of emancipatory pedagogy, bell hooks's proposal to transgress boundaries in teaching, and the landscape of identities for science persons in order to embrace a radical pedagogy for facing the climate crisis: an anti-oppressive curriculum integration practice. The issue of climate change education is discussed in its challenges as we present some findings about the role of policy in incorporating climate change in education in Chile and the experience of a teacher, Nataly, coauthor in this work, integrating curriculum as an action-research project. We propose that an anti-oppressive curriculum integration emerges from converging two approaches: curriculum design intended for sustaining democratic societies and thematic investigations proposed for liberatory practices of the oppressed.