<p>This article proposes an articulation between decolonial perspective and the subjective processes of teachers. For this purpose, an analysis is proposed of how the work of the teacher is exercised (from a personal perspective), which is dialogued with some conceptual proposals of authors such as Puala Siblia, Boaventura de Sousa Santos, Jorge Eliécer Martínez and Walter Mignolo. At first, some reflections are presented about the subjective construction of the teacher; then, some of the central premises of the decolonial perspective in relation to knowledge are explained; third, a reflexive critique is made of the relations of knowledge-power proposed by colonial logics linked with subjectivation processes; finally, a propositive reflection is made on how teachers can become agents of resistance to colonial logics of domination.</p>