OMNILATERAL EDUCATION AND EMANCIPATION: IMPLICATIONS FOR INTEGRAL HUMAN EDUCATION

Abstract

The concepts of omnilateral education and emancipatory education are recurrent in discourses on education. However, their meanings and true importance for contemporary education are not always understood. The objective of this article is to analyze how omnilateral education can enable the emancipation of the individual, as a possibility for comprehensive human development. Furthermore, it aims to reflect on these two educational concepts, including presenting the relationship between them. The methodology adopted in this research was a qualitative approach, based on bibliographic research, including searches of scientific articles and books addressing the topic. Furthermore, the collected data were subjected to critical and interpretative analysis. Omnilateralism, a term of Marxist origin, presupposes the development of the human being in all its dimensions: intellectual, physical, affective, emotional, technological, and many others. Similarly, emancipatory education, based primarily on the principles of Brazilian educator Paulo Freire, implies the formation of a critical, autonomous, and free individual. In this sense, the relationship between instruction and productive work is a crucial factor in overcoming alienation and the social division between manual and intellectual labor. It is concluded that education from the perspective of omnilateralism can contribute to the development of critical, creative, and social skills, preparing individuals to face contemporary challenges, with a view to the integral development of the individual and the transformation of society.