This paper intends to provide an analytical framework on relevant aspects derived from the present research, which intended to explore and understand demobilized youth’s subjectivity shifts, and the way some educational programs addressed to that community are coming to terms with them, as a part of those groups’ process of return to civilian life. By the same token, a number of pedagogical reflections born from the educational experiences studied are brought into focus. Thus, this study intends to enrich the field of knowledge and discussion on the processes of return to civilian life.