This essay aims to reflect on the relationship between knowledge, thought and training in the context of higher education. The starting point is the relevance of the intensive use of science and technology for social, political and economic life in contemporary society. Among the main institutions responsible for developing and disseminating knowledge and technology are those in the area of higher education. They are increasingly taking the discourse of instrumental, useful and marketable knowledge, without regard to its controversial and obscure side, in social and historical terms. In this same movement, they relegate to the background its critical-reflective task of educating the new generations. I intend to draw attention to this reality, defending the thesis that critical-transgressive thinking is essential to the educational process. And in practical terms, also fundamental to the training of teachers and students.
Higher education; University; Science and technology; Critical Thinking; Teacher education