Thinking about a decolonial project: Venezuelan education in perspective

Abstract

The Venezuelan educational experience has emerged from the adoption of a neoliberal scientific and social model, inscribed in the modern-capitalist world-system; it has also created a form of educated nation according to the enlightened and liberal principles that have operated in our America since the 16th century. As a theoretical reflection, this work examines the historical-social continuity of the colonial matrix in Venezuelan education; and we present historical evidence in dialogue with decolonial thought, the Foucauldian perspective on power-knowledge and critical pedagogy, to criticize curricular designs, contents and school strategies in order to verify the possible changes that these structures merit. It is hoped that this proposal will start the elaboration of the problem of the coloniality of doing in correspondence with the modern/colonial matrix that circulates in educational spaces, assuming the necessary adoption of border forms to understand the places of enunciation aimed at consolidating a decolonial educational project.