Speaking of the educational system in Colombia is to start from an antiquated scheme of memorization and learning by force of repetition, where the students must conform with the information that the professor imparts and they do not have possibilities to argue or debate. It is to see how, year after year, the chairs are repeated and the advances are minimal in the different subjects; It is also common that, in the case of younger students, the tasks are more directed to parents than to themselves. In these circumstances, critical thinking is not encouraged as it is studied to achieve a grade and not to learn or to confront ideas. If you move to the field of teaching English as a foreign language (EFL), the pachydermia of the Colombian system is even more evident, since it is based in most cases on the mechanical study of the grammar of the language and not on the acquisition of it. Consequently, the student does not acquire the language, does not have the opportunity to think critically which ends up making the learning process unsuccessful. However, we consider that the previous events and the rise of EFL teaching in our country represent an opportunity to apply the components of critical literacy (educational practice that invites us to question and understand the different discursive positions that can be found in the classroom) as a tool for the acquisition of English.