This chapter examines the concept of ecological civilization (EC) through the lens of Latin American political-pedagogical perspectives, linking it with critiques of (de)coloniality. It is not intended as a comparative study with EC, but as the starting point for dialogue between concepts and practices. As EC, it challenges the Eurocentric and anthropocentric civilizational models historically imposed through colonialism, which marginalized Indigenous ecological knowledge and practices. Drawing on key Indigenous concepts, like Tekoha (Guarani-Kaiowá), Hutukara (Yanomami), and Sumak Kawsay (Andean peoples), the chapter illustrates alternative visions of society rooted in interdependence, sustainability, and cosmic harmony. The analysis incorporates insights from historical figures like Simón Bolívar and José Martí, alongside contemporary thinkers such as Paulo Freire and Ailton Krenak, to argue for a pedagogical framework that integrates Indigenous cosmologies and decolonial practices. By promoting what Fals Borda called “sentipensante” (thinking-feeling) education and intercultural dialogue, the chapter proposes pedagogies for cultivating a global, sustainable citizenship. These pedagogies challenge hegemonic models by embracing diversity and reciprocity as essential elements for addressing socio-environmental crises, and contribute for strengthening the worldwide ecopedagogical movement. Ultimately, it envisions a civilizational transition uniting diverse knowledge systems to foster socio-environmental justice and solidarity among all beings of Mother Earth.