The layers of coloniality in educational foundations: the coloniality of being and power in Mexican philosophy

Purpose This paper aims to analyze elements of coloniality by studying the various conceptions or layers in which this phenomenon has operated within Mexican philosophy. Design/methodology/approach The methodology is based on the history of ideas in Mexican philosophy as proposed by Rovira (1998), who was a professor and principal researcher of the history of Mexican philosophy. This methodology focuses on analyzing historical sources of Mexican philosophical thought from political and ethical perspectives with the aim of contributing to the reconstruction of historical educational projects from a contemporary perspective. Findings Let us consider that the foundation of education were supported by nationalist horizons that had effects on social homogenization. The paper also highlights the ongoing challenges faced by contemporary Mexican philosophies in light of the legacy of coloniality. Originality/value The first part examines the discovery of the Americas, considering the forms of slavery and social stratification produced by modernity. This section presents the foundation of education from the perspective of colonial tension, as the evangelization was supported by pedagogical horizons in conflict with the resistance of the indigenous peoples. The pedagogical proposal of Bartolomé de Las Casas is analyzed, as he remained critical of the injustices of the imperial economic system. Subsequently, the main theses of nineteenth- and early twentieth-century Mexican philosophy are reviewed to identify the close relationship between racism and coloniality that persisted in the nationalist discussions of these centuries.