This article sought to discuss the articulations and distinctions between the concepts of lifelong learning and continuing education in such a way as to promote the perspective of integrity of being, a link that you have hitherto required to be unprivileged in universities and which call for the rescue of dimensions based on experience, teaching and the existence of the educator, both individual, behavioural, cultural, social and spiritual. We consider that the concepts of lifelong learning and continuing education have intertwinable elements that enable us to develop the capacity to react critically through a self-formative relationship. The theoretical reviews implemented allowed some considerations on current training processes and teacher practices towards Integrity Education. We provisionally conclude that the approximations and distinctions between EP and EC can make teachers aware of their whole/part relationship and the sense of life.