Many of the experiences of indigenous higher education in Latin America arise as a response to the historical struggles of indigenous peoples for their right to education. The first of these address the need for teacher training for their own education and Intercultural Bilingual Education (EIB), as is the case of the EIB Career of the Salesian Polytechnic University of Ecuador (UPS), which has a trajectory of more than twenty years in teacher training for the EIB of the Kichwa and Achuar people. In the educational experience of the UPS's EIB Career, "Other Pedagogies" are configured, which are based on the educational needs of the subjects and collectives that are educated; therefore, they arise from contexts, struggles, resistances and participation. They are dynamic and under construction pedagogies that emerge from practices and are configured as alternative pedagogical responses to conventional pedagogies and hegemonic education. The objective of this work is to make explicit the "Other" Pedagogies that are delineated in the experience of the EIB Career in particular. In order to do this, from the reflection based on the testimony of the actors, four pedagogies are categorized: 1. of reaffirming identity; 2. of "going back"; 3. of "between cultures" and 4. of "awareness of oppression.