Both "dialog" and "love" set out a compact theoretical-practical corpus of reference in order to understand, study and elaborate further the ideas and radical tradition of Freire's pedagogy. One could argue that both notions reflect Freire's influence from the main narrations that compose and configure his theoretical foundations i.e. liberation theology and his progressive account of Hegelianism, which had shaped his Philosophy of Praxis, suggesting thus a more historic-political exegesis in the form of emancipatory transformative pedagogy. "Dialog" in Freire is considered as a pedagogic method to realize the means, in order, to mould the "liberating pedagogic relationship". Furthermore, it is been regarded as an epistemological category that constitutes the critical medium to associate individual consciousness with the individual critical possibility to anticipate entity as a collective ontological arrangement, enabling the individual to form, express and change knowledge for the world and the relationships/associations within the real world. "Dialog", then, is establishing the critical setting and perspective to reflect the cognitive, cultural and societal conditions of existence for those who dare/ want to be involved in an act of learning and transformation towards a socially just and democratic society. Such a society would negate capitalism and the networks of power and ideology that sustain social reproduction through education in our epoch. In Freire, "love" facilitates the pedagogue in considering learners as human personalities who create knowledge with affection, desire, imagination, creativity. Hence, they are armed with an analytic approach to be aware of, understand and grasp the subjective substratum, the nuttered layers which demarcate the historic objective conditions (economic, social, ideological, political) with the diverse distinct biographies (constantly preconditioned within power and cultural connotations, continually embodying practices, sublime attitudes and archetypal mentalities). In our paper, we argue that the notions of "dialogue" and "love" in Freire, endow pedagogy, didactics, the sociology of knowledge and the school curriculum with a theory to be integrated in a more political and social manner towards a radical transformation of society where class social struggle for social change ought to assume a theory of man.