This chapter presents a collective autoethnography exploring the decolonial practices and emotional experiences of doctoral advisors in ELT within the Colombian context. The authors reflect on their journeys of self-cultivation, navigating emotional challenges, and fostering intersubjective growth through collaborative autoethnography. Emphasizing decoloniality as a praxis, they challenge dominant discourses of knowledge and authority in academia, highlighting the potential of collective reflexivity to promote healing and transformation. The findings reveal themes of emotionality, self-awareness, shared growth, and collective knowledge production, illustrating how decolonial approaches can reconfigure advisor-student relationships and contribute to more inclusive, reflexive doctoral practices.