This work seeks to engage with discolonial thinking in education on the basis of the experience of the Technical Course in Agroecology of the Marabá Rural Campus of the Federal Institute of Pará. In this course, the training route consists of two study times: the School Time and Time Aldeia, characterised as “pedagogical alternance”. This logic is part of the study of the “concrete” reality, enabling learners to combine traditional and technical-scientific knowledge related to the political, historical and natural dimensions. This pedagogical strategy adopted in the CTAI is in part close to the proposal for decolonial education and village time has been central to the strategy of thinking and rethinking forms of education “other” than those of modern education.