Proceeding from our work in the field of adult education with migrants, we write about approaches and methods of critical knowledge production. We write about the questions that we recognize as relevant and productive in this regard as well as about the attempts to answer these questions. We ask ourselves, for instance, how we can develop approaches for the acquisition of a second language or for basic education with migrants that establish modes of speaking, negotiating and reflecting language and that have a changing effect on the reality in which they take place. We write about methods and approaches that enable us to design educational work as a space of critical or counterhegemonic knowledge production. In this article, we share with our readers some of the knowledge we have collected, reflected and produced in all these years, because above all we see knowledge as a tool for change.