EDUCATION AND COMUNICATION IN HABERMAS

the understanding as a coordenation mechanism of the pedagogical action

Abstract

This 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.