A força reconstrutiva da ação comunicativa na educação: à perspectiva de Habermas

• Autor(a) principal: Andrade Neto, Virgílio
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/1975
• topic: Educação- Sociedade; Educação; Razão; Habermas, J. , 1929; Habermas; Society; Reason; Reconstruction; Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The purpose of this research is to interpret there constructive role of Communicative Action Theory and its potential in relations involving education. With the shift from the paradigm of consciousness to the paradigm of language, intersubjective interactions gained prominence and the subject, which until then was identified as solitary and monological, in the search for knowledge focused on intuitive reason, now develops its significant role in Social relations, especially in the educational environment. We find in Habermas's teachings a thread of hope against the forces that instrumental rationality exercises in the pedagogical interactions of the educational environment, which changes behaviors and altersethical procedures in the formation of subjects. Our research brings to the light the idea of education as a fundamental right and a social right hat is realized in the public sphere, in a hermeneutic perspective understood in the contributions of the Habermasian teachings, for a revitalization and repolitization of the public space, having inserted in it the school in its totality. In this way, in order to demonstrate there constructive force that the Theory of Communicative Action exerts on education, it is necessary, initially, a historical effort of the path taken by Jürgen Habermas, who goes through the formalization of the argumentative procedures to the validation of his theory of society. Thinking about education is thinking about reconstruction as a basic principle. And Reconstructing from Habermas's point of view means that education must be guided by the search for understanding mediated by communicative action, understood from the stand point of the non-manipulable principle postulated by Habermas. Thus, rethinking communicative action in the educational context becomes, besides a challenge, a way of proposing responses to neuroses and coping with the colonizing threats of the capital, sothattheinteractionbetweenpeopledrainsintointersubjectivemediations in the school environment, with interactions communicative in the formation of new understandings, which is a crucial task in re-reading of the paradoxes of education. The educational praxis according to the Habermasian view is a fundamental resource for emancipation against prejudices and there-coupling of a liberating education o the world of life, breaking an inheritance that comes of long dates in the maintenance of the discriminatory forms of oppression, violence and new totalitarianisms that always threaten the society.