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The essay addresses the concepts of noosphere and noogenesis as part of a conceptual system that, by assuming Neuroeducation, postulates a new theoretical body for Education. The relationships established in this proposal start from the philosophical and have an impact on the psychological and neurosciences, therefore, from the perception of the epistemological journey, a theoretical reflection on contributors to this theme is displayed, with historical milestones that reach the Present. The thematic approach leads to declaring that the increase in connectivity must not only be incorporated, absorbed and used to its extent, but also duly compensated, reflecting and used responsibly in correspondence with the complexity of life in its entirety. This, of course, is not possible using linear or fragmented Cartesian thinking and competencies understood in a reductionist way, but it is necessary to use holistic and complex thinking. The educational model should not be cornered by reducing progress to extreme efficiency or pragmatic training, this assertion requires a deconstruction and reconstruction of education as we know it.
