This study inspires others to create spaces for sensing thinking, doing and emotioning decolonially. This proposal presents an attempt to disrupt modes (including my own) of existing, thinking, and doing in academia. To do so, it elaborates on Trans-Pedagogies as decolonial theory and methodology. Trans-Pedagogies have always been there; in the bodies, sensibilities, subjectivities, doings, pains, and sufferings of those wounded by coloniality. These have been there, in the inside of the exteriority; an exteriority that means “border dwelling and border dwelling generates border thinking and border sensing” (Mignolo, 2021, p. 515).

This proposal is thought to be developed through narrating and reflecting upon concrete decolonial doings and their configuration throughout different collaborations in several academic spaces at the Licenciatura level at Universidad Distrital Francisco José de Caldas. Therefore, the readers will not find any applied criteria conventional to traditional research (e.g., thematic analysis). Instead, what it presents is a) a process of self-decolonization (Ortiz Ocaña, 2022) in which I situate my own struggles in building Trans-Pedagogies b) a collection of conversations and reflections that advance in building togetherness within a teacher education program, and c) my attempt to recognize other ways of knowing that are built from the colonial difference, I and those who got together with me, occupy. The aforementioned clarification is needed inasmuch as “colonialism dis-membered the humanity of those who it oppressed and exploited and that it is vital to engage in acts of re-membering” (Deumert & Makoni, 2023, p. 7). As such, this proposal is also an act of re-membering that connectedness that bounds us together.