Este artículo problematiza algunas reflexiones sobre la integridad, principalmente en el campo de la educación. El punto de partida es la asunción de que la integridad es asumida como un potencial de transformación crítico, que incorpora el hecho por el cual la teoría crítica hace pensar a los seres humanos y sus construcciones sociales como realidades multidimensionales e históricas en la base de su concepción antropológica, política y pedagógica. De este modo, la integridad tomada como multidimensionalidad ubica un campo de enunciación y problematización centrado en la sociedad desde la teoría crítica y, en consecuencia, las posiciones despiertan interés desde un método crítico y hermenéutico en la correspondiente agenda.

This article problematizes some reflections around integrality, mainly in the field of education. The following assumption is its point of departure: integrality is assumed as a critical-transforming potential, which incorporates the fact by which critical theory makes us think human beings and their social constructions as historical multidimensional realities on the basis of their anthropological, political and pedagogical conception. Thus, integrality taken as multidimensionality locates a field of enunciation and problematization centered on the society critical theory and; consequently, positions an emancipating interest and a methodological critical hermeneutic approach in the corresponding theme agenda. Accordingly, the participation needed by social subjects is affirmed not only in the execution of educational programs and policies, but also in their formulation and discussion. Education is a public matter and must, as a matter of fact, involve all of its actors and incite to its responsible participation. It is thus necessary to strengthen and  multiply some valuable initiatives of citizen participation in education which recognize individual and collective multidimensionality as a political and anthropological possibility for the generation of civilizing alternatives.

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