The research makes an approach to the educational experiences of social movements in Colombia and Latin America using the theoretical approaches to the epistemology of the south proposed by Boaventura de Sousa Santos. Analyzes the experiences through three dimensions: epistemological, political and pedagogical. Looking to make an approach to teaching space beyond formal contexts such as school or university, which has traditionally focused. Similarly, seeks to understand the epistemological ruptures, approaches, views and political platforms that support them. It is in our interest to understand what kind of subjectivities also originate from these experiences, how to redefine new citizenships and identities that arise inside struggles in defense of human rights. As part of this analysis is also necessary to recognize how they emerge democratizes knowledge and innovative pedagogical knowledge. The experiences were analyzed: Intercultural University of Indigenous Nationalities of Ecuador and Amawtay Wasi (House of Wisdom), the University of Cauca Indigenous and intercultural UAIIN (Colombia), the Intercultural Indigenous University UII Network, the Community Peace San Jose de Apartado (Colombia) School leadership, Education and UNISANGIL cooperative, led by social movements in the south of Santander (Colombia), the Florestan Fernandes National School of the Landless Movement (Brazil) and the Baccalaureate People's initiative social movements of companies and factories recovered (Argentina).