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Este artigo apresenta o nucleo basico acerca do entendimento do Cerebro Global, bem como discute a necessidade de uma engenharia reversa do conhecimento no modelo da Educacao a Distância nos paises que avistam no EaD (Ensino a Distância) o futuro da educacao. O fenomeno do Cerebro Global tornou-se possivel gracas a revolucao causada pelas novas tecnologias da informacao e comunicacao (TIC) a partir das decadas de 1970 e 1990. Com todos esses impactos fenomenicos em nivel cerebral, pode-se perceber que a maneira pela qual se processa a informacao passou a ser horizontal e que o processo de aprendizagem do cerebro humano fora modificado cognitivamente. Para alcancar um nivel de reflexao etica e ontologica por tras dessas questoes, e necessaria uma filosofia da Educacao a Distância. E, ao mesmo tempo, e preciso estar ciente de que o salto cerebral nao se trata mais de uma metafora, mas sim de uma realidade da evolucao tecnologica e humana que se encontra num mesmo processo emergente: a evolucao concomitante. As dificuldades encontradas por diversos paises que investiram no EaD tendo como proposta oferecer um novo modelo educacional tem origem na carencia de emancipar o zeitgeist pedagogico vertical e instrumental. Assim, encerra-se o artigo com uma proposta hipotetica (modelo de ambiente virtual de aprendizagem), ainda em construcao, que fomenta potencializar o cerebro global no ensino a distância. Palavras-chave: Cerebro Global, Engenharia Reversa do Conhecimento, Filosofia da Educacao a Distância. Distance Education, Brain Global and Reverse Engineering of Knowledge: The Horizontal Platform Model and The Learning Process from ICT Abstract This article presents the basic core about the Global Brain understanding, as well as the need for the so called reverse engineering of knowledge for the model of distance education in the countries that foster distance education as the future of education. The Global Brain phenomenon became possible due to the revolution caused through the new information and communication technologies (ICT) in the 1970s and 1990s. With all these phenomenal impact in brain level it is possible to realize that the way in which information is processed has become horizontal and the learning process of the human brain had been modified cognitively. In order to achieve a level of ethical and ontological reflection behind these issues, a philosophy of distance education is required. At the same time, it is necessary to be aware that the brain jumping is no more than a metaphor, but a reality of technological and human evolution which is in the same emergent process: concomitant evolution. The difficulties encountered by many countries which had invested in distance learning as a proposal to offer a new educational model came from the lack of emancipating the vertical and instrumental teaching zeitgeist. Therefore, the article is concluded with a hypothetical proposal (a model of virtual learning environment), still under construction, which seeks to enhance the Global Brain in distance learning. Keywords: Global Brain, Reverse Engineering of Knowledge, Philosophy of Distance Education.

EaD, Cérebro Global e Engenharia Reversa do Conhecimento: Modelo Hipotético de Plataforma Horizontal e o Processo de Aprendizagem a Partir das TIC