Understanding the city as a complex network of relationships merits to be questioned about how it geographical space is conceptualized from the subjective and intersubjective experiences of its inhabitants. In this way, the city can be understood as a human creation in which multiple subjectivities come into play, and from which the desires, affections and intentionalities that human beings materialize are projected both in spatial morphology and in individual and collectives that are built with regard to the urban. Imagining the city implies, not only to interpreting the physical, economic and political dynamics that comprise it, but also to analyze the role of education in the re-signification of subjectivity, imaginary and urban appropriation. This analysis concerns the processes of formal education, but also, and particularly in the Colombia case, the phenomena related to the dynamics of displacement, demobilization and migration. In this sense, it is necessary to involve educational proposals that inquire about the urban imaginaries that the individual has of the cities and turn them into opportunities for reflection and transformation of social and spatial relations.