Since the dawn of humanity, knowledge has taken on a vital significance in the configuration of civilizations. The incessant bustle of time has placed future challenges in the way of transmitting them collectively. During these modern times, the institutionalization of knowledge is inserted within a social diagram that very frequently nests a series of antagonisms between reality and doctrine that have not yet been simplified outright. 

Although social revolutions practically assume a speed superior to their doctrinal portraits, said disadvantages translated into constant contradictions between what is taught, what is known and what works, have not been skillfully simplified in universities or in schools in administrative spheres of a public or private nature. This undoubtedly connects with Reismman's legal example that details the dissonance between the abstract formal code and the factual real code, that is, we are within a civilization that does not try to cultivate the attempt to reconcile institutional knowledge with knowing that it springs up outside the institutional frameworks. 

This is the key reason that certain higher education institutions manufacture graduates who hold a vast wealth of theoretical knowledge but when they try to unite them with the demands of the existential particularities of their lives, many times they discover that they were only cognitive receptacles of `` dead letter '' This latest academic experience is undoubtedly one of the most tragic. Well, there the principle of primacy of reality ends up exposing the cruel truth: the temporal resource has been wasted outside of reasonable margins. The same resource that is tied to monetary figures invested in all years of professional training. 

Faced with this context, the past speaks to us quite clearly and sincerely: all academic ideas find their existential validity in the ontological earthiness that demands the individual or collective needs to be addressed. In other words, demonstrating the validity of a university teaching discourse from knowledge for knowledge clearly means a cruel rejection of the veritological matrix of knowledge: material reality, but this may previously require the development of certain cognitive qualities in students that ultimately make it possible to deftly disarm the models of thought legitimized in the spheres of academia and common sense of the organic totality of society. 

However, this current student cognitive quality can be developed under the applicability of the following pedagogical method: the perpetual antagonistic-ontological method. This method is one of the many that can probably speed up a little more the quality and creative capacity of the student population bodies. Well, it basically consists of going outside of common sense by instrumentalizing reason and experience with the unavoidable objective of placing everything in permanent questioning.In this sense, doubt and criticism must be inseparable qualities that must be transmitted to the university spirit of such in ways that greatly facilitate the attempt to capture in the most optimal way the fresh and latent reality to translate them into the vehicles of grammatical and numerical language that academia tolerates. 

However, these antagonistic correlations must be simplified in the correct regions. In other words, if they are simplified only from the sphere of consciousness or spirit, we run the serious risk of producing students who live tied to schemes that easily vanish when transplanted to them. its social reality. Well, each student or graduate is the fruit of a different spatial and temporal coordinate and distant from their colleagues, and therefore, the type of doctrinal remedies to solve them will depend on the particularities of the circumstances they go through in life. But if knowledge runs at a much slower speed than is permissible, the knowledge they manufacture will be very disconnected with reality. 

For these premises, the fundamental duty of middle school teachers and those who occupy higher education in this digital age must consist above all in producing good `` managers of scientific knowledge. '' Those who will be in charge of self-regulation in such a way. so that they evaporate that traditional role that places them only as receptacles of knowledge to be exclusively `` biological laboratories of knowledge. '' While knowing fully that doctrine runs with less speed than social transformations, probably the task of teachers is to do everything possible so that the distance that separates them is less and less. And without a doubt, technology is a good tool to increase the speed of the speeches in this pandemic.