the paradigm of university as a search for truth should be understood as a knowledge system guiding a relevant practice, i.e. to place its epistemological foundation and science at the moment, in history. It is therefore always necessary to contextualise and identify the dimensions involved in understanding a fact, process or theoretical development. Failing to do so is risking our academic education or lacking a conceptual guide capable of favouring complex, critical and innovative thinking, thus becoming an impostable premise for any university analysis. The university has experienced various stages of development, stagnation and inertia throughout history. The 1919 university reform, proclaimed on 21 June of the same year, through the ‘Cordoba crit’, left us with important lessons that enabled a radical change of university, introducing freedom of thought, democracy, co-government and university autonomy, on which the new university was built, which was hoped for by the youth spirit of a revolutionary university generation which defeated enthusiasm and hope in achieving a scientific university serving the great majorities. Subsequent movements, such as Paris in May 68, ratified the Córdoba principles, extending them to the first world.