The aim of this article is to state the importance teaching materials have in developing a language teaching-learning process based on the principles of the critical thinking pedagogy. From this perspective, this work questions the traditional conceptions and notions related to instruments of access assigned to materials. They are conceived as discursive constructions that can, or cannot, help to empower students with a critical discourse in order to promote a significant change in their attitudes towards the social, political and economical problems they face every day. To support this position, a conceptual study about theoretical assumptions related to the importance and the role teaching materials have in the language teaching-learning process has been carried out. Also, there is a general analysis regarding the relationship among teaching materials, motivation and ideology. Finally, it can be concluded that materials are reproductions and constructors of certain discursive and ideological realities that usually favor the interests of the dominant classes. That is why a critical position about the role teaching materials have is necessary to prevent the reproduction of prejudices and common sense assumptions about language and society.