The philosophy of liberation of the Bolivarian education system

The purpose of this work is to explore the philosophical foundations of the Bolivarian education system. By using the intellectuals from which the Bolivarian education system has been built, such as Simón Bolívar and Simón Rodriguez, along with the national official curricula from the Bolivarian Republic of Venezuela, several questions are addressed in this dissertation: What is the philosophical basis of the Bolivarian education system? Subquestions: a) How can Enrique Dussel's philosophy of liberation help us understand the cultural, political, and epistemological orientation of the Bolivarian education system?; b) What philosophical possibilities does the Bolivarian education system suggest for the philosophy of critical pedagogy? A philosophical analysis was performed using the coloniality of power perspective (Quijano & Wallerstein, 1992a, 1992b; Quijano, 2000a and 2000b) and the philosophy of liberation (Dussel, 1980, 1978, 1990, 1996, 2007, 2009). The findings of this study suggest that there is a historical path of a philosophy of education from Latin America silenced by the dominant thought throughout history; that is, there is a Bolivarian philosophy of education rooted in Simón Bolívar, Simón Rodríguez and other Latin American intellectuals that can enrich critical pedagogy. Some components regarding national curricula, contents, learning projects and didactic materials related to the philosophy of education for the second and definitive independence of Latin America are discussed.