Educação e Comunicação em Habermas: o entendimento como mecanismo de coordenação da ação pedagógica
Resumo
Este artigo analisa, no pensamento de Jürgen Habermas, a viabilidade dos projetos educativos baseados na mediação do entendimento linguístico como mecanismo de coordenação da ação pedagógica. Trata-se de uma investigação filosófica acerca do potencial emancipatório e crítico da teoria pragmático-linguística desenvolvida por Habermas, e que possibilita uma outra abordagem para a compreensão da Teoria Crítica da Sociedade. Tal concepção foi sistematizada pelo autor na Theorie des Kommunikativen Handelns (1981), e essa obra fundamental encontra a sua atualização em Texte und Kontexte (1991), Faktizität und Geltung (1992) e Wahrheit und Rechtfertigung (1999). As considerações finais indicam o sentido crítico-emancipatório dos projetos educativos que se orientam pelo entendimento mútuo, inscrito nas estruturas simbólicas do mundo da vida.
Palavras-chave: Comunicação, Teoria Crítica, Habermas, Educação.
Education and comunication in Habermas: the understanding as a coordenation mechanism of the pedagogical action
AbstractThis article analyzes, according to Jürgen Habermas thought, the viability of educational projects based on the mediation of linguistic understanding as a coordination mechanism of pedagogical action. It is about a philosophical investigation concerning the emancipator and critical potential of Habermas pragmatic-linguistics theory that makes possible the existence of another approach for the understanding of Society Critical Theory. Such conception was systematized by the author in Theorie des Kommunikativen Handelns (1981), and that fundamental work, finds it’s updating in Texte und Kontexte (1991), Faktizität und Geltung (1992) and Wahrheit und Rechtfertigung (1999). Final considerations indicate a critical-emancipator sense of educational projects that are guided by a mutual understanding, inserted in symbolic structures of life’s world.
Key Words: Linguistic Interaction, Critical Theory, Habermas, Education.
Palavras-chave: Comunicação, Teoria Crítica, Habermas, Educação.
Education and comunication in Habermas: the understanding as a coordenation mechanism of the pedagogical action
AbstractThis article analyzes, according to Jürgen Habermas thought, the viability of educational projects based on the mediation of linguistic understanding as a coordination mechanism of pedagogical action. It is about a philosophical investigation concerning the emancipator and critical potential of Habermas pragmatic-linguistics theory that makes possible the existence of another approach for the understanding of Society Critical Theory. Such conception was systematized by the author in Theorie des Kommunikativen Handelns (1981), and that fundamental work, finds it’s updating in Texte und Kontexte (1991), Faktizität und Geltung (1992) and Wahrheit und Rechtfertigung (1999). Final considerations indicate a critical-emancipator sense of educational projects that are guided by a mutual understanding, inserted in symbolic structures of life’s world.
Key Words: Linguistic Interaction, Critical Theory, Habermas, Education.