This paper examines Colombia's National Plan for Human Rights Education (Plan Nacional de Educación en Derechos Humanos, PLANEDH) as a case study to discuss how positivistic, Eurocentric, and Western constructions have influenced a hegemonic understanding of human rights education. While the PLANEDH policy aligns with the United Nations human rights education mandates, its implementation remains largely symbolic, with minimal territorial impact and limited community participation. This paper encourages a shift of perspectives applying the Pluriversal Rights Education framework. It discusses the importance of integrating diverse ways of knowing into human rights education dialogues and fostering participatory, community-driven policy design. The analysis offers recommendations to reenvision a more plural implementation of the PLANEDH policy in the Colombian education system.