FROM THE KNOWLEDGE'S ACCUMULATION TO THE THINKING EDUCATION

This article is a reflection of the extreme value currently attributed to the accumulation of knowledge while acquiring information, rather than an education that emphasizes the autonomy of thinking and, consequently, of emancipation. It is intended, therefore, discuss the means by which this accumulation is a requirement and at the same time, a levy, which negatively affects the action of thinking of individuals in contemporary society. The aim is to present possible paths that lead to overcome this problem and to attain a genuine thinking and emancipatory. To achieve this purpose, it is through the texts of theoretical Frankfurtian - especially Theodor W. Adorno - and Walter O. Kohan (2005), philosopher of our time addressing the main ideas of the philosophers also Lipman and Deleuze. It also reflects on the ways in which education could articulate the process of emergence of an autonomous thinking, without the distance range of a reflective process, critical and creative. It is the end, that education for thinking is only possible from the recognition of the consequences of focusing the accumulation of knowledge and how it could provide the autonomy of thought.