This paper presents a didactic proposal to be applied in the second cycle of basic education in Chile, in which a feminist geographical perspective is integrated into the approach to some socioenvironmental conflicts in Latin America. This is the result of an investigation focused on the articulation between geography teaching, feminism, and socioenvironmental conflicts in the context of the Chilean curriculum. To achieve this aim, some theoretical discussions are developed around feminist geography, socioenvironmental conflicts, and geographical education. Next, a didactic proposal addressing different socioenvironmental conflicts is presented. Finally, some initial conclusions are shared regarding the potentialities and challenges to be tackled. [ABSTRACT FROM AUTHOR]