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This paper reviews guidelines for an integrative proposal for change in education, towards a more human, more liberating, more autonomous and loving paradigm, which breaks with the static models that have ruled for years and have taken root in educational practice. To this end, a method of document and bibliography review has been used, and criteria have been selected to conceptualize a series of terms, offering a synthesis of the general rationale of our project. More specifically, the central aspects that make emerging pedagogies a possible paradigm shift in educational praxis are summarized. In this sense, we emphasize the relevance of the suvidagogical curriculum, meta-learning as a pedagogy of being, a pedagogy of coexistence, pedagogies of the spirit and pedagogies of life and of the Earth. Finally, our review discusses the current debates around pedagogies, and the possibilities of CESPE International as a place for a new sensibility in education. The basic objective aims at a dynamic curricular construction of permanent reciprocity between all the actors of the educational process.
