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This essay tries to answer the following question: is it possible the integration of apparently excluding or contradictory conceptions in the construction of the theory of adult education (AE)? We assume that there is a need for the professionals in charge of adult education to have a theoretical framework of reference that guides them in their practice, and helps them in the development of their own identity as professionals. However, the contributions of different schools of thought havedoi:10.15359/ree.21-2.23 fatcat:md23v5m7hvbvzc5wv7awkuwz4q