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Abstract
The article intends to demonstrate the inadequacy of the education that is still practiced, in general, to the times we are living in. Starting from the Kuhnian concept of paradigm and the characterization of modernity, based on small flashes of life, it is our objective to defend that, in the framework of a paradigmatic transition, curiously triggered by the hard sciences, there is no longer a place for a technical curriculum, of monolithic and fragmented knowledge that the school persists in conveying, in a hierarchical and territorialized linear ordering of knowledge. On the contrary, it is necessary to break with the installed paradigm, ending the article with a proposal in this sense.
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