This paper attempts to explore the perceptions of Secondary Education teachers regarding the economic crisis. At the same time, it investigates the strategies for action, which are developed to address and manage it, aiming at the formation of a typology of their role within Critical Pedagogy. The survey was carried out in public schools located in areas of Attica with acute economic problems. It involved eight male and female teachers from high schools who had the reputation of developing multifaceted activities in response to the crisis. Research findings show that these teachers are actually developing alternative pedagogical action plans that incorporate emancipation characteristics, adopting an upgraded professional role.