A teoria do agir comunicativo na perspectiva de Jurgen Habermas: implicações filosófico-educativas para a redução dos litígios sociais

Abstract

Education, in the light of Habermas' Theory of Communicative Action, may exert an extreme important role in the formation of the communicative and socially responsible for his own acts individual, promoting his critical autonomy and reflection as an interactive subject, owner of the cognitive ability to seek understanding in the intersubjective relations of the life world, by means of a pedagogical project that promotes not only the legitimate emancipation, but also based on social pacification and on the understanding among the subjects, through intersubjective processes of communication. In Habermasian outlook, school must be recognized, guided by the pedagogical principle and having as central meaning the process of social and cultural reproduction, a specialized public sphere oriented towards the understanding, promoting a culture based on consensus and agreement between the parties, where education has a fundamental role as an integral element in the implementation of this culture of social pacification. With the pedagogical action, it is expected that the school, as a permanent institution of human and democratic formation, to be inserted in the local community, being an institutional instrument at the service of dialogue and pacifying culture, including providing the educational subjects with the linguistic competence necessary to assist in their selfdetermination and the capacity to interact with the other to dialogue and reach existing social problems’ resolution, avoiding the judicialization process of dissent.