The information society has brought new challenges to the teaching-learning process. The way to tackle knowledge building has changed. The contact with information sources has become more dynamic and obeys to an unprecedented logic. Knowledge itself has become more instable and malleable, requiring constant updates. Faced with such a context, this paper re-thinks the teaching-learning process by introducing into the discussion the perspective of bricolage and rhizomatics, which considers knowledge construction as diversified, decentralized and horizontalized. It thus analyses both the relation between information and knowledge and the production of new ways of conceiving and producing knowledge. This reflection aims to think about the new paradigms produced by the information society and their repercussions on the teaching-learning process.
Information society; Teaching-learning process; Academic learning