This chapter introduces trans-pedagogies as a decolonial response to the neo-colonial imperatives shaping Colombian English Language Teaching and teacher education. Beyond canonical pedagogy, trans-pedagogies function as praxes that delegitimize epistemic violence and the marginalization of dissident subjectivities. Informed by border thinking and Ubuntu philosophy, I argue that dominant pedagogical constructs silence alternative ways of knowing and being. Drawing on autoethnographic encounters with dissident students and teachers, trans-pedagogies are proposed as relational, embodied, and collective practices of knowing, sensing, and doing. They are not emancipatory methods but decolonial praxes that seek to delink from coloniality, affirm pluriversality, and foster healing, mutual care, and epistemic justice.