EDUCATION FOR HUMAN FORMATION: WHERE INTEGRATION AND EMANCIPATION MEET

Abstract

This paper focuses on the theme of formative education and seeks, through a philosophical approach and bibliographical research, to reflect on the relationship between an integrative paradigm of reality and the emancipatory potential of thought. First, we will start from the critical approach of decolonial thought, with the aim of highlighting the limits of the dichotomous thinking of Western culture, as a starting point for thinking about a liberating education. Second, we will address two references of thought that help us to think about the relationship between educator and student in an integrated and creative way, namely: Spinoza's philosophy and the philosophy of difference.