These words by Paulo Freire when working on his pedagogy of literacy education also reverberate in us who are teachers and researchers in higher education in the fields of applied linguistics and education. As professors-researchers, we constantly experience the dilemma between the traditional teaching of the university aiming at the banking concept of education (Freire, 1987) and the engaged teaching aiming to overcome social injustices. Our findings indicate that teaching does not need to be separate from engagement with and in the world, as it can playfully merge into dialogue to create possibilities for human life. Based on Freire’s ideas, higher education must be an experience of life and not just the preparation of students for professional or academic life in itself. It should create different ways to live in the present and also support the transformation of life conditions for tomorrow, based on a critical and dialectical understanding of existence toward a more inclusive and fair society.