This article analyses critically the way that the teaching of Social Studies has developed and aims to demonstrate how it can be made more meaningful and attractive through the use of techniques which encourage interaction and dialogue such as interdisciplinary projects. These permit the teaching of basic and transversal skills, which contribute to the formation of the student. It is a critique of the way how interdisciplinarity has been conceived in schools and its importance to enrich the teaching-learning process. It justifies the need to incorporate the aesthetic-moral component and democratization of the educational process, to achieve the motivational aspect of education, so necessary for meaningful learning, with the timely mediation of teachers. The interdisciplinary project can rediscover the potential of students as protagonists of their own learning and facilitate the formation of the collective and social intelligence. The work is based on qualitative, literature-based research.The qualitative approach allows the use of the inductive method. Comparative analyses were performed of the concepts relating to the teaching of Social Studies and of interdisciplinarity and interdisciplinary projects, determining their limitations and making these strengths of this proposal.