THINK-COLONIAL PROJECT: THE VENEZUELAN EDUCATION IN PERSPECTIVE

Venezuelan educational experience has emerged by the adoption of a scientific and neoliberal social model registered in the capitalist-modern world-system; it also has expressed concretely a form of educated nation according to those liberal principles that have tended upon our America since XVI century. As atheoretical reflection, this work examines the socio-historical continuity of the colonial matrix in Venezuelan education, as well as to present historical evidences in dialogue with the decolonial thinking, Foucault’s perspective about power-knowing and critic pedagogy in order to criticize syllabuses design, contents and educational strategies to verify possible changes these structures deserve. It is expected that this proposal launches the elaborationof the problem about coloniality of doing, in correspondence with colonial/modern matrix that circulates in educational spaces, assuming the necessary adoption of border forms to understand places of enunciation oriented to consolidate a decolonial educational project.