This chapter accounts for three researchers ́ stories from the School of Sciences and Education of the Universidad Distrital Francisco José de Caldas. Although the teachers come from three research traditions —gender studies, discourses, and practices from an archeological viewpoint, and the critical analysis of discourse—, their stories intersect along the way and engage in an alternative research and educational perspective on the field of English Teacher Education in Colombia. Their paths meet when Harold Castañeda-Peña invites Pilar Méndez-Rivera and Carmen Helena Guerrero-Nieto to join him and develop a major in English Language Teaching (ELT 1) in the Doctorado Interinstitucional en Educación at the Universidad Distrital Francisco José de Caldas. This chapter briefly introduces the ELT doctoral major and includes a group of short autoethnographies written by the authors.

The intersection of the stories brings together a collaborative autoethnography that shows what it has meant for the authors to undertake, as researchers and tutors, a decolonial path in research and doctoral education. Our learning, unlearning, and relearning processes in a new and uncertain paradigm that has implied, among other things, a series of deep epistemological reflections, aimed at building a personal and collective coherent discourse.