(analytical)This article shares the results of a doctoral thesis that examines how educational activities are implementedwith children who were previously homeless and living on the street. An ethnography was conducted with participating children through techniques including focus groups and the construction of narratives with 5 boys and 6 girls who are supported by a non-profit in Antioquia (Colombia). Descriptive, axial and selective coding were developed for the analysis of the information, which led to the identification of three perspectives that can be used as part of their education: historical and emotional recognition, overcoming adult-centrism and learning in their own contexts. The authors conclude that a situated training perspective requires historical and emotional recognition of the participating children. This can be achieved through educational scenarios that allow them to expressthemselves and their feelings and talk about the sensitivity they have regarding their own experiences. Keywords: Education; homeless children; context; participation; narratives.