The research related to pedagogical-political discourses aimed at training in historical memory, coexistence and peace, in teachers of public educational institutions in Norte de Santander, reveals through a structuralist paradigm, contemporary transectional design and grounded theory method, that these discourses with intentionality and forms of power, promote exclusion and control dynamics. Pedagogical practices shaped by educational policies fragment the curriculum, individualize, and do not adequately address historical memory, coexistence or peace. In this sense, the neutrality of education is questioned due to its political charge, since it tends towards superficial and impoverished education, which, combined with sociopolitical conditions and regional violence, reinforces oppressive dynamics, however, the efforts of schools to resist and promote transformative education. The study indicates that educators recognize the territorial educational approach as a promoter of critical thinking, to actively address social, political and ethical issues, challenge the state narrative, and promote deep and diverse understanding of key concepts.