Descripción
This paper presents a reflection on the importance of Integral Education as a response to the desire for a more meaningful Education for society, especially for young people. From the observation concerning the problems arising from a liquid and disposable culture, it is proposed a study that, through the Integral Education, throw light on an educational model committed to the integrality of the person. Therefore, it was based on a bibliographical review of documents from the Jesuit educational apostolate placed in dialogue with thinkers from different pedagogical perspectives. The concepts of social innovation and skills development contribute to a more open pedagogical conception, pointing to the needs of reality, breaking with the inertia that promotes more of the same. The evaluation intends to calibrate the different processes, aligning time and resources in relation to Integral Education, as well as,
serve as a tool for the development of self-regulation and the protagonism of the student. Both concepts intertwine and contribute to the meaning of the concept of Integral Education, in order to develop more assertive pedagogical strategies regarding the formation of conscious, compassionate, competent and committed people.
