This article addresses the issue of human formation based on the conflict between post-critical and critical educational formulations. More precisely, it puts in question the prospect of human formation of the post-critical educational theories, while signaling a possible path to be explored and developed by critical-historical pedagogy in dealing with the limitations that are assigned to it. It concludes that Marx's conception of omnilaterality is a fruitful inspiration for critical pedagogical formulations in the consolidation of a human concept that overcomes, on the one hand, rationalist or cognitivist trends and, on the other, aestheticizing perspectives.
Human formation; Omnilaterality; Marx; Critical-historical pedagogy; Post-critical educational theories