 Training, integral education, and social emancipation 
This article contributes to the exploration of the historical movements of adult education and to the clarification of their philosophical presuppositions by clarifying the material foundations and philosophical principles of the theories and practices of self-training within the French workers’ movement up to 1914, which almost unanimously demanded the construction of an integral education centred on Work and on adult training. This project must be historically resituated in the context of 19th century socialism, and then of revolutionary syndicalism, before exploring its principles and concepts: the pedagogical sovereignty of the working classes, the adaptation of training to the needs of the population and the desire to benefit from an integral education. After exposing and criticizing these foundations, we will sketch an opening towards contemporary experiences of « popular educational commons » , taking as an example the schools of the lands recovered by the Mayan peasants (Chiapas experience). Does the philosophy of emancipatory education that is expressed there, often close to Freire’s pedagogy of the oppressed, update the workers’ projects of integral education or is it the bearer of another model of adult education?