Knowledge, including technologies, and cultures, are closely related, and are linked to the places where they emerge and to the ways in which they are related. We try from generation to generation to pick up what has been significant in our lives and what we have understood as necessary for people's well-being so that we can offer it to future generations as a gift. But knowledge acquisition is not just a matter of memory, even though memory is very important. The pedagogue Paulo Freire called banking education to try to put information in the head, making analogy with banks and deposits. Educational models that seek to introduce information deposits in children's heads do not generate a knowledge acquisition process.

Knowledge acquisition is a process of transformation, a matter of experience. Moving from data to information and information to knowledge is not a matter of content. It involves an attempt.

In the 1990s, Nonaka and Takeuchi, with the SECI model, became very popular in the business world to manage the knowledge of companies: Socialization, Externalization, Convination, Internalization. With the SECI model, they gathered the idea that the only way to achieve the knowledge that some people have systematized and socialized is to experience. Through experience, we will confuse new information with our own nature and with previous knowledge, and then we go from information to knowledge acquisition, to knowledge acquisition.

A few years ago, I joined Hirikilabs in Tabakalera with several teachers. We work on how to turn educational spaces into spaces for experimentation, experimentation and knowledge generation, how to move from banking education to another model. It is not an easy answer, there are many variables along the way, but since then I see students as generators of knowledge and teachers as their good comrades in this process.