Colonization has traditionally been studied as a monological and definitive period. This article seeks to problematize its analysis by means of the so-called 'philosophy of desire' and 'rhizomatic thinking', enriching them, in methodological terms, by the Actor-Network-Theory. In this vein, an alternative explanation of the colonial regime is offered by emphasizing how it assembled several worlds--Indigenous and Europeans--guided by a desiring-production that put originary accumulation before anything else; a standpoint that also enables a discussion about the network of colonial education deployed in the Audiencia de Quito, which can be evidenced by a revision of some actions of the Augustinian order during the sixteenth century. In conclusion, education was deeply related to colonial assemblage that was continuously deterritorializing the 'New World' and the indigenous cultures that inhabited it.