This handbook proposes an intervention situated in the global debate on hybrid education by highlighting Latin American experiences that articulate transformative pedagogical practices with robust theoretical reflection. Instead of reproducing epistemological models exported by the Global North, it adopts a propositional perspective, anchored in local knowledge, insurgent epistemologies and educational alternatives forged on the margins of the system. Inspired by critical traditions such as Freirean pedagogy, participatory action research and decolonial thinking, the volume interrogates the intersections between inequality, technological mediation and cognitive justice. It reconfigures active learning not as a neutral method, but as a political praxis. In times of structural uncertainty and institutional reinvention, this book calls for a radical reimagining of learning, rooted in the lived realities and intellectual productions of the Global South.