One question pervades our training processes: How and from what perspectives should we prepare new generations of teachers for peace, memory, and human rights? This is a constant concern in the pedagogical scenarios that constitute the micro-politics of the Colombian context.

Higher education in Colombia has made noteworthy progress in recent years thanks to a coverage-and-quality policy designed to meet the needs of an increasingly demanding population, by seeking alternative professionalization and specialization options at the initial, graduate, and undergraduate levels.