This article addresses the theme of quality of life, highlighting its interconnection with health promotion and education. The concept of "quality of life" is analyzed across various dimensions, incorporating physical, emotional, material, and social aspects, as defined by Del Pino (2003), who characterizes it as a set of components including physical, material, social, and emotional well-being, and personal development. The 1986 Ottawa Charter for Health Promotion is historically relevant for introducing health promotion as an empowering process centered on the individual and the community. Health promotion is presented as an approach that enables individuals to act upon the determinants of health, emphasizing education as a fundamental resource for addressing health-related social challenges. The 2030 Agenda is mentioned, highlighting Goal 4 - Quality Education, which seeks equity and inclusion in learning environments. The need for a pedagogical approach that transcends conventional teaching is emphasized, incorporating values, skills, and the promotion of lifelong learning. Scherer and Scherer (2012) highlight the importance of developing values and skills in students to face contemporary challenges. It is argued that education can catalyze the promotion of quality of life and health, positively impacting communities and societies. By critically analyzing current educational models and articulating them with the principles of Freirean pedagogy, this article advocates for a transformative educational approach that transcends traditional models, contributing to an inclusive learning environment and effectively promoting health and well-being.