This paper argues for a fundamental (re-)politicization of pedagogy and Social Work as an essential action paradigm in response to escalating social inequality, systemic injustice, and neoliberal pressures across Europe and beyond. It departs from the premise that the current depoliticization of education—characterized by a focus on efficiency and marketization—treats pedagogical practice as a neutral, apolitical sphere, which serves to obscure existing power dynamics and maintain the status quo. To counter this, the analysis synthesizes the political philosophy of Jacques Rancière with the traditions of Critical Pedagogy, specifically drawing upon the works of Antonio Gramsci, Paulo Freire, and Henry Giroux. Furthermore, the contribution incorporates Paulo Freire’s rejection of pedagogical neutrality, framing neoliberal education as a form of "domestication" and "cultural invasion". By identifying the culture of silence" inherent in marginalized groups, the text positions Critical Pedagogy as a resistant politics designed to foster emancipatory subjectification. Ultimately, the paper establishes that a political positioning of pedagogical discourse is not a self-serving academic exercise but a professional responsibility. It serves as a catalyst for critical reflection and social change, ensuring that the voices of the uncounted are acknowledged and that the emancipatory mandate of Social Work and education is fulfilled in a democratic society.