The purpose of this work is to visualize the epistemological foundation of critical pedagogy, for which its theoretical assumptions are explained; assuming the manifest interrelationship between critical pedagogy and curriculum, and insisting on the required social movements promoted by such framework. Finally, the concretion of critical pedagogy in didactics is proposed whereby the teacher along with the student can reflect on questions such as ?Why these contents are to be taught and learned, and no others? ?What are the effects of teaching and learning such knowledge? ?How the process is to be accomplished?