The theory of communicative act and its contribution to the professor-student relationship in higher education

Detalhes bibliográficos
Autor(a) principal: Meireles, Damiana Santos de Lima
Data de Publicação: 2017
Outros Autores: Meireles, Rodrigo Fernandes, Tahim, Ana Paula Vasconcelos de Oliveira, Carneiro, Stânia Nágila Vasconcelos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/2349
Resumo:   This work aims to analyze the impact of the professor-student relationship in the learning process in higher education from the perspective of the Theory of Communicative Action, by Jürgen Habermas. For this, a bibliographic research was carried out in which articles published between 2006 and 2016 that present a discussion about the correlation between Habermas’ theory and education, especially in higher education, were selected and analyzed. It was verified that the professor-student relationship, when based on a communicative reason that values the interaction between subjects mediated by language and argumentative capacity, favors mutual understanding, the emergence of new knowledge and human emancipation.
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spelling The theory of communicative act and its contribution to the professor-student relationship in higher educationA teoria do agir comunicativo e sua contribuição para a relação professor-aluno no ensino superiorEducaçãoEnsino superiorAgir comunicativoRelação professor-alunoEducationHigher educationCommunicative actionProfessor-student relationship  This work aims to analyze the impact of the professor-student relationship in the learning process in higher education from the perspective of the Theory of Communicative Action, by Jürgen Habermas. For this, a bibliographic research was carried out in which articles published between 2006 and 2016 that present a discussion about the correlation between Habermas’ theory and education, especially in higher education, were selected and analyzed. It was verified that the professor-student relationship, when based on a communicative reason that values the interaction between subjects mediated by language and argumentative capacity, favors mutual understanding, the emergence of new knowledge and human emancipation.Este estudo tem como objetivo analisar o impacto da relação professor-aluno no processo de aprendizagem no ensino superior na perspectiva da Teoria do Agir Comunicativo, desenvolvida por Jürgen Habermas. Para isso, foi realizada uma pesquisa bibliográfica na qual foram selecionados e analisados artigos publicados entre 2006 e 2016 que apresentem uma discussão acerca da correlação entre a Teoria do Agir Comunicativo e a educação, de modo especial no ensino superior. A teoria de Habermas não foi originalmente elaborada para compreender a educação, mas apresenta valiosas contribuições nesse campo. Verificou-se que a relação professor-aluno, quando baseada numa razão comunicativa, que valoriza a interação entre sujeitos mediada pela linguagem e pela capacidade argumentativa, favorece o entendimento mútuo, o afloramento de novos conhecimentos e a emancipação humana.Universidade Federal de Minas Gerais2017-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/234910.35699/2237-5864.2017.2349Revista Docência do Ensino Superior; Vol. 7 No. 2 (2017); 97-112Revista Docência do Ensino Superior; Vol. 7 Núm. 2 (2017); 97-112Revista Docência do Ensino Superior; v. 7 n. 2 (2017); 97-1122237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/2349/1441Copyright (c) 2017 Damiana Santos de Lima Meireles, Rodrigo Fernandes Meireles, Ana Paula Vasconcelos de Oliveira Tahim, Stânia Nágila Vasconcelos Carneiroinfo:eu-repo/semantics/openAccessMeireles, Damiana Santos de LimaMeireles, Rodrigo FernandesTahim, Ana Paula Vasconcelos de OliveiraCarneiro, Stânia Nágila Vasconcelos2020-05-19T18:06:38Zoai:periodicos.ufmg.br:article/2349Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2020-05-19T18:06:38Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The theory of communicative act and its contribution to the professor-student relationship in higher education
A teoria do agir comunicativo e sua contribuição para a relação professor-aluno no ensino superior
title The theory of communicative act and its contribution to the professor-student relationship in higher education
spellingShingle The theory of communicative act and its contribution to the professor-student relationship in higher education
Meireles, Damiana Santos de Lima
Educação
Ensino superior
Agir comunicativo
Relação professor-aluno
Education
Higher education
Communicative action
Professor-student relationship
title_short The theory of communicative act and its contribution to the professor-student relationship in higher education
title_full The theory of communicative act and its contribution to the professor-student relationship in higher education
title_fullStr The theory of communicative act and its contribution to the professor-student relationship in higher education
title_full_unstemmed The theory of communicative act and its contribution to the professor-student relationship in higher education
title_sort The theory of communicative act and its contribution to the professor-student relationship in higher education
author Meireles, Damiana Santos de Lima
author_facet Meireles, Damiana Santos de Lima
Meireles, Rodrigo Fernandes
Tahim, Ana Paula Vasconcelos de Oliveira
Carneiro, Stânia Nágila Vasconcelos
author_role author
author2 Meireles, Rodrigo Fernandes
Tahim, Ana Paula Vasconcelos de Oliveira
Carneiro, Stânia Nágila Vasconcelos
author2_role author
author
author
dc.contributor.author.fl_str_mv Meireles, Damiana Santos de Lima
Meireles, Rodrigo Fernandes
Tahim, Ana Paula Vasconcelos de Oliveira
Carneiro, Stânia Nágila Vasconcelos
dc.subject.por.fl_str_mv Educação
Ensino superior
Agir comunicativo
Relação professor-aluno
Education
Higher education
Communicative action
Professor-student relationship
topic Educação
Ensino superior
Agir comunicativo
Relação professor-aluno
Education
Higher education
Communicative action
Professor-student relationship
description   This work aims to analyze the impact of the professor-student relationship in the learning process in higher education from the perspective of the Theory of Communicative Action, by Jürgen Habermas. For this, a bibliographic research was carried out in which articles published between 2006 and 2016 that present a discussion about the correlation between Habermas’ theory and education, especially in higher education, were selected and analyzed. It was verified that the professor-student relationship, when based on a communicative reason that values the interaction between subjects mediated by language and argumentative capacity, favors mutual understanding, the emergence of new knowledge and human emancipation.
publishDate 2017
dc.date.none.fl_str_mv 2017-12-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2349
10.35699/2237-5864.2017.2349
url https://periodicos.ufmg.br/index.php/rdes/article/view/2349
identifier_str_mv 10.35699/2237-5864.2017.2349
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2349/1441
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 7 No. 2 (2017); 97-112
Revista Docência do Ensino Superior; Vol. 7 Núm. 2 (2017); 97-112
Revista Docência do Ensino Superior; v. 7 n. 2 (2017); 97-112
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
_version_ 1797174637342228480

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