In what ways can scientific thinking foster permanence of non-centric people in the spaces of production of knowledge, especially within higher education institutions identified as public that, constitutionally, have to assure guaranteed access to instances of research and scientific fabulation? The problem has as hypothesis the assumption that a brief analysis of the “sociogenetic” conditions of existence of certain social groups requires “timelines for freedom” whose academic-methodological bases are guided by the concomitance of strategies to face neocolonial violence and the commitment to maintaining spaces for listening to the institution itself.