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This research sought to support, from a dialogical stand point, a critical-reflexive proposal on education for democratic citizenship in higher education. Method: a compilation of original bibliographical sources was carried out. The selection of this material was made based on the relevance and consequences of the sources for contemporary debate on the nature of democratic citizenship and its relationships with higher education. The present proposal was built using the hermeneutical method for interpretation and three aspects were taken into account: the epistemological foundation for a critical pedagogy open to dialogue; the urgency for universities to educate ethically responsible citizens; and the analysis of higher education from a perspective in which freedom, deliberation and solidarity are taken as fundamental values. Conclusions: from the reflections here expressed it is possible to conclude that higher education should be committed to inculcate in students three overarching principles: respect, responsibility, and solidarity. All of this in the context of a critical pedagogy. These values are displayed in each of the three aspects aforementioned.