The main objective of this research is to move forward to the construction of fundamentals and principles for an ELE pedagogy curricular approach, from a decolonial vision. This step will represent a contribution at a critical level, based on a problematizing practice and focused on questioning some discourses, knowledge, and practices, on their political, social and educational dimensions. All the above can be achieved through post-structural and decolonial strategies that may help to get a glimpse on diverse dynamics of power that come into play in the production of meanings. Our methodological route, established on a reflexive research, allowed us to compilate and analyze several studies regarding the invisibilization, mis-visibilization and visibilization of different communities in materials and spaces for teaching ELE, as well as the proposals regarding different solutions for the issue of discrimination in ELE. The state of the art includes studies, the critical basis of which emerge from an emancipatory vision or from a problematizing practice. Through those studies, it was possible to re-think different ways of improving curricular models, in some institutions, as well as the scope of fundamentals and principles for curricular approaches for second-language and foreign-language pedagogy. Finally, the theoretical framework, focused on different decolonial, post-estructural and pedagogical visions -in post-estructural and decolonial key-, allowed us to set the basis to develop our own proposal which aims to be an alternative foundation to deal with the several faces of discrimination and exclusion in ELE.