The research explores the tensions and emergencies of queer territory and the training practices that are woven into the student group of sexual diversity Stonewall Javeriano. It begins with a review of the background of the Queer-Cuir theory and LGBTI movements (Lesbian, Gay, Bisexual, Transsexual and Intersex) and the importance of the role of education in contexts of gender and sexual diversity. The development of research, arises from the questioning of the recognition of diversity and identities that are constructed from differences of a sexual, gender, cultural, social, racial and other types and from the pedagogical perspective can be reflections criticism of the non-formative scenarios of the student groups, knowing mainly the training practices that work as resistance to the exclusion of the difference before the heteronormative, heterosexist and eurocentrist practices of the West that have taken root in society and are conceived in university contexts. The objective is to understand how the training practices, promoted by a student group of sexual diversity, challenge university pedagogies. The methodology used is qualitative with the use of the narrative biographical approach that allows mainly to recognize the subject through their experiences, experiences, stories and memories to bring their stories and give voice and prominence to the story. The results found are aimed at the construction of a Queer-Cuir pedagogy. As a first contribution, the LGBTI scenarios were identified as closed, misogynistic, classist, racist and sexist, second, absences of reflexivity in the university and the interpellation of conservative pedagogies, third, delegitimization of the teaching practice as a violent exercise that excludes, invisibilizes and normalizes and fourth, legitimizing the self as a fundamental process to understand freedom and its projection with the world from self-recognition.