La Formación Integral Ante la Complejidad: Un Enfoque Multidimensional para la Transformación Educativa

This doctoral-level study develops a comprehensive theoretical framework for Integral Formation (Formación Integral) as an epistemological, anthropological, and ethical-political response to the complexity of 21st-century education. Drawing on Latin American and European critical pedagogy, the work argues that Integral Formation transcends both the reductionist paradigm of fragmented disciplinary knowledge and the neoliberal logic that subordinates higher education to economic profitability. Through systematic analysis of key authors (Asensio Aguilera, 2000; Llerena Companioni, 2015; Nova Herrera, 2017; Hernández- Rodríguez et al., 2024; Morin, 1999-2015; Rojas Serey & Hawes Barrios, 2012; Trujillo- Losada, 2023, among others), the study establishes that genuine Integral Formation is inherently teleological, multidimensional, and grounded in Edgar Morin’s theory of complexity (dialogical, recursive, and hologrammatic principles). Eight interdependent human dimensions are identified (cognitive, affective, volitional, ethical, social-political, aesthetic, corporal, and spiritual), whose harmonic articulation demands the overcoming of curricular atomization through vertical, horizontal, internal, and synthesizing integration strategies (integrative modules). The research exposes the trivialization of the concept, the persistent gap between humanist discourse and market-oriented practices, and the urgent need to reconfigure the teacher’s role from knowledge transmitter to reflective researcher and facilitator. The conclusion calls for a politically committed praxis capable of constructing autonomous, critical, and solidarity-oriented subjects in an uncertain world.