ABSTRACT
Rethinking education today is a challenge that not only involves reviewing its objectives, processes and actors, but especially, the moment, the convergences and the premises that support it and especially the institutions that carry it out directly or indirectly, as they are the school and other not accredited but recognized entities in emerging learning environments. With this purpose, this article analyzes how contemporary education is carried out almost in any scenario where the possibility of learning becomes a reality without anybody who teaches, without a syllabus, and without clear learning objectives. This analysis then deals with the ongoing transformation, in which the axis of education no longer resides in teaching but in learning and how it is being accomplished in processes of communicational exchange.
