This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogotá. We analyze the contexts of the schools and the dynamics of the school scenarios. The research enabled us to identify the territories’ importance in the construction of identities and people’s life histories; to reaffirm the school as a political and social ground; the teacher's role in mediating and encouraging new experiences and life projects, and finally the importance to generate qualification processes with and for the teachers who enhance their practices with forced displaced children in a “welcoming” community.