This article is composed of two interdependent parts. In the introduction to the first part, education for democratic citizenship in a global perspective (EDCGP) is defined as the framework of a pedagogy for critical consciousness and engagement (PCE). A synthesis of the multiple and complex problems of the modern world on human, social and environmental scales is presented with, in counterpart, a portrait of the forces that are active in meeting these challenges. A reflection on the importance of EDCGP serves as an introduction to an analysis of factors often causing education to lead to the kinds of consciousness that would not contribute to the solving of contemporary problems, and to a reflection on the importance of education leading to critical consciousness or "literacy" and an ethical sense of responsibility in relation to these problems.

The second part defines and describes the pedagogy for critical consciousness and engagement. The terms, 'critical consciousness', 'engagement' and 'PCE' are defined, and the transversality of objectives and classification criteria of critical consciousness contents are explained. There is then a description of PCE characteristics and an analysis of obstacles to critical consciousness. By way of synthesis, limits and risks of the PCE are analysed and a description is provided of the potential contributions of this pedagogy to the transformation of the person and of society.