Interdisciplinary pedagogical outings are didactic strategies that enable meaningful learning within the ideal process of knowledge construction generated in the classroom. Through them, it is possible to change the way students and teachers think about the environment that surrounds them and their roles in the construction of such knowledge. Nevertheless, it is quite common that the practices inserted within the pedagogical outings lack an articulation between the disciplines, and in turn, between the conceptual and the specific problems contextualized in the near and more distant environment. Under this background, the research project aimed to develop a methodological design for the design of interdisciplinary pedagogical outings, as an effective, collaborative, and functional learning resource for the educational project. The research opted for a qualitative approach in the search for understanding and interpretation of the processes of design and implementation of the outings with focus on student learning, in front of new ways of looking at the pedagogical scenarios. Among the main results of the research, the realization of two interdisciplinary pedagogical field trips stands out; one to the National Historical Museum and the other to the Central Bank of Chile. The study presents a methodological, didactic and curricular proposal of interdisciplinary pedagogical outings, based on a collaborative and associative research between the University and the School.