This document discusses decolonizing English language teaching practices in Colombia through a post-method pedagogy. It argues that current bilingual education programs do not consider students' realities and cultures. It advocates incorporating students' local knowledge and context into the curriculum to support meaningful learning. A post-method approach is proposed where teachers recognize multiple teaching methods and act as reflective practitioners. Teachers should use their experiences to construct their own teaching theories tailored to their contexts. Decolonizing practices involve teachers gaining awareness of imposed discourses, recognizing decolonization as a process, understanding how to design theory from practice, provoking student self-reflection, and being aware of social and policy dimensions.