The critical workshop is conceived of as a strategy of interactive work and as an ideal resource to generate educational acts in active pedagogy and didactics. This kind of workshop makes it possible to integrate, together in group, the tasks that are expected to develop higher intellectual skills such as analysis, synthesis, conceptualization, data evaluation, systemic thinking, critical attitude, formative research, and metacognition. This new approach to the workshop is based on Peter Facione’s theory on the importance of generating critical thinking in pedagogy. Thus, the analysis of the critical workshop, from a prospective viewpoint, is an opportunity for confrontation that is open to dialogue and voice in which different circumstances meet and merge to yield insights and develop competences to learn to think by doing.