It is important to give some historical context about how, in the architectural pedagogies, colonialism has constructed Latin American cities out of context, and how the crisis of architectural education in the 21st century calls us (as architectural educators) to incorporate the decolonial perspective into university classrooms as epistemological disobedience (Walter Mignolo). Hence, the transformation of the vocation of architectural discipline in Mexico would seek to redraw territorial injustices as a form of precariousness that, not only marginalized communities, but also architecture students in public institutions find themselves part of. Videograms of a City in Conflict sets up an educational methodology through reflective documental strategies, such as Militant Cinema, Cinema Novo, Film Essay, so as to sensitivity and thus consider local needs as means of generating a change in the vocational young architect’s awareness of the fact that any spatial modification will impact a community and, above all, the life path of an individual in a megalopolis like Mexico City.