COMPREHENSIVE EDUCATION AS A STRATEGY FOR HUMAN AND SOCIAL DEVELOPMENT

Abstract

In the context of contemporary educational transformations, Comprehensive Education has been understood as a proposal aimed at the broad development of the human being, considering, in an articulated way, the physical, cognitive, affective, social, ethical, and cultural dimensions, as well as their relationship with the formation of autonomy and the articulation between school, family, and community. Given this scenario, this article aimed to understand the concept of Comprehensive Education, analyze its contributions to the formation of autonomy, and discuss its impacts on human and social development, also considering the challenges and possibilities of its implementation in the contemporary educational context. To achieve this objective, bibliographic research was adopted as the methodological procedure, understood as a process of systematic collection, organization, and analysis of already published materials, such as books, scientific articles, and academic productions in digital environments, according to the discussions on transformations in scientific methodologies in the educational field presented by Santana, Narciso, and Santana (2025). The analysis was based on the reading and organization of the content, revealing that Comprehensive Education went beyond simply extending school hours, assuming a relevant role in fostering autonomy, strengthening relationships between school, family, and community, and promoting human and social development. It was identified that its implementation involved structural, pedagogical, and institutional challenges, while simultaneously presenting possibilities for transforming the educational context, demonstrating potential to contribute significantly to the formation of critical, participatory individuals aware of their role in society.