Abstract
<jats:p>This text argues that the technoscientific revolution—big data, AI, and the imminent quantum horizon—reconfigures who produces and controls knowledge. The global network erodes the university's monopoly and pushes education toward algorithmic platforms, with the risk of a "technified deschooling," corporate concentration, and the fetishization of life. In response, it proposes thinking through a post-capitalist epistemology and new ecologies of knowledge that democratize the production of knowledge. In Chapter 1, it analyzes the genealogy of the university: from Muslim madrasas and their plural forms of knowledge to the medieval European university (Bologna/Salamanca) as a technology of control (chair, cloister, writing). The Renaissance and the colonial era consolidate grammar, the printing press, and the "lettered cities" as mechanisms of domination. Modernity (Descartes, Kant, Humboldt) specializes and hierarchizes the university; the twentieth century incorporates systems theory, cybernetics, and autopoiesis, preparing the informational paradigm that culminates in the quantum threshold. Chapter 2 defines a regime that exploits networked cooperation and turns knowledge, data, and pedagogies into financeable assets. It situates its origin in informatization, the financialization of EdTech, and the "market of theories," describes the qualitative leap produced by standardizing knowledge through AI/Big Data, and explains the global division of cognitive labor. It anticipates the transition toward the quantum era (6G, quantum computing), in which value production pivots on information infrastructures. Finally, Chapter 3 examines the impact of the network and the anthropological and geological mutations of the quantum era; it addresses "computer pedagogy," "quantum epistemology," and "semiotic change." It discusses cyborg pedagogy and transhumanism, warning about the subordination of human formation to epistemological machines. It proposes shifting education away from banking/algorithmic models toward communal, deschooled, and systemic practices that prioritize the common good and cognitive justice.</jats:p>