The already “common sense” belief on the supposed separation of education and politics, maintained by educational technocrats (the creators of efficiency standards and indicators) with the intention of equating market and democratic values in order to harmonize them with the needs of the neoliberal capitalist model, is challenged by the belief on education as a political practice that prepares students for constructing critical thinking and educates citizens who are autonomous, solidary, responsible with their fates and who can therefore transform reality and society while fighting inequality and seeking real democracy. The teaching of both social and natural sciences must contribute to the foundation and shaping of such thinking, based on the means and forms that lead to improving curricular and even daily practices of the actors involved in the educative process. The fundamentals of critical pedagogy, based on a methodological proposal of problemic teaching, enable epistemological and didactic frameworks to approach reality as a problem and therefore to allow educating in and for political/citizenship action.