Socio-critical theory shows relevance in various angles of the learning processes associated with pedagogy as a practice for curriculum planning, with active participation in the transformation and individual and social emancipation. It also promotes the development of pertinent, timely, flexible and contextualized curricular processes, oriented to the design, implementation, articulation, evaluation and accreditation of policies, plans, programs, levels or projects of educational training. The purpose of this theory is the transformation of a country's educational directives, disciplinary frameworks, institutional requirements or initiatives of academic communities. This essay presents a critical-analytical look at curriculum design based on socio-critical theory, with the purpose of formulating actions towards curriculum planning.