This document discusses decolonizing English language teaching practices in Colombia. It argues that current approaches do not consider students' realities and cultures. A post-method pedagogy is proposed that recognizes local knowledge and contexts. Language is viewed as a means of identity and power. Teachers should move from passive technicians to reflective practitioners who understand local contexts and work for social change. Decolonizing practices involve teachers gaining awareness of imposed discourses and power structures, recognizing teaching as an ongoing process, reflecting on their own practices, provoking student self-reflection, and understanding the social dimensions of their schools.