This article critically examines the role of financial education as a catalyst for financial freedom, understood not only as economic autonomy, but also as the real capacity for agency and deliberation about material life. Based on a qualitative, descriptive, and documentary study, a thematic content analysis was applied to academic literature, institutional reports, and classic and contemporary works on personal finance.The results show that financial literacy, although necessary, is insufficient if it is not articulated with psychological, socio-emotional, and cultural dimensions, such as financial mindset, discipline, emotions, and beliefs about money. From a transdisciplinary approach, the interrelationships between financial education, self-education, the psychology of money, and decision-making are explored, proposing a comprehensive model that links knowledge, action, and being.It is argued that financial education must transcend the mere transmission of technical content to become a process of ethical and political empowerment, oriented toward the development of sustainable habits, critical thinking, and socio-emotional skills that allow for conscious control over the economy and thoughtful participation in the structures that shape collective life.It concludes that, in order to be transformative, financial education must be multidimensional, situated, and adaptive, capable of responding to the challenges of a global environment characterized by inequality and technological acceleration. It proposes moving toward evidence-based programs that strengthen civic agency and deliberative participation as constitutive dimensions of contemporary political subjectivity.