The research titled Hegemonies and Education in the Post-Conflict is a qualitative study that aims to unveil the hegemonies and roles of education set forth in Law 1448 of 2011, the Final Agreement for the termination of the conflict and the construction of a stable peace and lasting, in addition to the enunciations of post-conflict actors. From the methodology of the critical analysis of the discourse proposed by Norman Fairclough, 4 stages were carried out: recognition of the problem, recognition of the obstacles, possible ways of overcoming the obstacles and reflection on the analysis. This process of critical analysis is given from four categories, hegemony, culture, education and politics, it allows to discover the discourse of public policies a hegemony of the victim based on the imposition of a system of meanings of a condition of vulnerability, so that the subjects internalize this condition and they go naturalizing in front of society. It is considered that the roles of the rights of the victims are proclaimed as if they were new and innovative; however, correspond to the rights that the Colombian citizen has, which have not been guaranteed by the state. During the investigation, the Contra-hegemony category emerged as practices and discourses resistant to the hegemonic imposition of the state, given the consolidation of social, cultural and educational projects that claim memory and the rights of the people affected by the conflict.