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The article aims to contrast the Freirian educational ontology with the current guidelines of decolonial pedagogy. To achieve this purpose, this papers considers three fundamental aspects: the first, raises the core elements of Paulo Freire's liberating education, which include the break with the banking conception of education, the humanizing process of pedagogy and the decoding of the world through words. Next, the critical postulates that, from the decolonial pedagogy, are made to the work of Freire are pointed out. Finally, the need to orient knowledge towards an epistemic reconfiguration of another, free of modern Eurocentric patterns, is postulated. [ABSTRACT FROM AUTHOR]