This text aims to rethink educational activity inspired by the thought of the philosopher Ignacio Ellacuría, in what we have synthesised as a "pedagogy of poverty." This should be understood as a pedagogy that, in the neoliberal context of Western societies, takes poverty as its "motor"--its efficient cause--and as its "essence or fundamental structure"--its formal cause --, in the duality of dimensions of its genitive. It is concretised in what is presented as Problem-Based Service-Learning (PB-SL). Through specific pedagogical guidelines for implementing this methodology, this study indicates how the teaching action can show the learner "what is immediate," "what is not constructed," "what consciousness does not establish but rather encounters": "reality"--weak, limited, imperfect, needy; in short, "poor"--as a "problem" and, in its deficiency and insufficiency, as a task towards which the subject has a responsibility. This reveals the fundamental anthropological structure to the learner: its intrinsic "relational" character--its reality as a "being-in-a-suffering-world," who lives-"with" and lives-"to" save the needy who share its humanity. It is then possible to perceive the scale of the ultimate aim of PB-SL: the need to create the social conditions for a praxis that enables a dignification of reality.