In Colombia, the promises of the modernity: the citizenship, the domain of science, the economical progress and the widest distribution of its benefits (Melo: p.11), have been partial and repressive, because of that, we have received, as a heritage, a weak state, by virtue of which the citizenship has been constituted, in some aspects, in the archetype of the social and legalized inequalities (Marshall, 1996, p.7), and the proposals of changes have done without taking into account situations such as dependency, subordination and injustice, neither the existence of a differentiated structure of power, which generates asymmetric relationships. This speech created the illusion that the knowledge is abstract, dis-incorporated, de-localized and universal, that it has no body, gender or colour (Walsh, 2004). The educational work does not intend to reorient, rethink and deconstruct imaginary barriers impeding the improvement of the living conditions of the great majority of people, but to deepen inequalities inherited from the colony, with a growing indifference towards the educational aspects that encourage critical awareness and respect for public property and the need for strengthening democracy (Giroux: 121).