The purpose of this paper is to analyze the inter-critical dialogue scenarios from the rhizomatic encounters between pedagogical knowledge and the curriculum in some Higher Teacher Training Colleges of Antioquia. To strengthen the points of epistemic placement, the category "Knowledge" is addressed first, followed by a theoretical journey on the conception of pedagogy as a disciplinary and professional field. In this field, pedagogical knowledge derived from teaching practices is produced, which is put into conversation from the curricular field. Finally, the methodological path is presented, which is based on a historical-hermeneutic look, a rhizome-sensitive map and a biographical-narrative methodological tool.