<p>Based on a narrative form, it is proposed to reflect on the identification of a cuir pedagogy in the institutionalized contexts of production and circulation of scientific- academic knowledge. For this purpose, a transgression is recovered in its shared validation in the academic community of which the author is a member, the Group of Researchers in Education and Cultural Studies (GRECS) of the National University of Mar del Plata. At first, characterized the concept of decomposition, from an undoing of canonical genealogies that highlight a subversive, creative, fluid, and weak character, as a condition to restore ways of knowing, being and knowing that threaten coloniality and the normality of knowledge while expanding the value of human life. With this performative intention, we subsequently argue that pedagogy - cuir or no cuir - interpreted only as a science, is often relegated to its technical, systemic and disciplinary use. However, from the reinvestment that drives the narrative power -pedagogical and cuir- we dislocate it from this classical notion, to understand it as an old and nomadic narrative in which human relations of education are affected and verbalized in an extended and vital sense. The dislocation that becomes a civic necessity in the face of its complicity with the threatened life in our societies that its composition propels and deepens.</p>