Planned obsolescence refers to the practice of designing products and services with a limited lifespan, so that they become obsolete or unusable after a certain period. There are various types of planned obsolescence: wear and tear, functional, incompatibility or quality, style or desirability, and psychological obsolescence. Within this context, a specific variation is observed: the obsolescence of knowledge. This phenomenon has intensified with the advent of the information society and the widespread use of communication technologies, as the production of knowledge grows exponentially, making complete assimilation unfeasible. Currently, students frequently encounter fast and new information, often of little utility or dubious origin, resulting in a "mental addiction". On the one hand, there is a difficulty in knowing which sources are reliable, on the other hand there is a constant pressure to be up-to-date. This phenomenon of "fast-food information" prioritizes quantity and speed over quality, compromising the ability to maintain prolonged attention on specific topics. Technological acceleration changes the validity of skills and knowledge, necessitating a constant review of educational practices. Historically, acquired knowledge could remain relevant for decades; however, today, it becomes obsolete in just a few years or even months. The lag in knowledge can exclude professionals from the market, especially those who depend on specific tools. In the educational sphere, professionals need to continuously update curricula, incorporating new competencies and emerging technologies. The great challenge is to adapt to this reality and encouraging students to become autonomous learners, capable of exploring new knowledge independently and developing a better critical sense of the information they receive. Thus, the consumption of information is constantly evolving, reflecting a broader trend of planned obsolescence: the obsolescence of knowledge.

Keywords: Education, obsolescence, knowledge.