Razão Comunicativa e Educação: Uma relação didático-metodológica do estudo da razão dialógica em Jürgen Habermas, com a erística segundo Arthur Schopenhauer
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Data
2024-01-10
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Universidade Federal de Goiás
Resumo
The pedagogy of communicative action, as it is a field in theoretical development, and with
epistemological parameters that aim to rationally clarify the foundations, methodologies and
paths of intersubjectivity, requires an empirical understanding of the current educational reality.
Thus, in this work, the parameters of communicative action were studied, according to Jürgen
Habermas, relating the action models with the responses of teachers who volunteered to answer
a questionnaire about their communicative actions. In the relationship between content and the
student body. As there is a need to have material that guides pedagogical communication in this
proposal, an educational product was suggested that will serve as a template for these
communicative mechanisms, taking greater advantage of the intelligence of students in regular
education. Because communication is a rational and collective order, the study of
communicative action helps to create possibilities for the didactic use of speech in relation to
the teaching-learning process, with the appropriate science content. In the first part of this same
study, it is understood that rationalizing under communicative agreements, constituting
structures that highlight paths to the proposed veracity, avoiding eristic paths. In the second
part, the reflection is to introductoryly address aspects of eristics that move away from the
principles of veracity in favor of conveniences, ideologies and dogmas. The Habermesian
models will be adapted as a form of technical guidance, based on the analyzes of the teachers
who contributed to this research, as well as contrasting with the eristic stratagems investigated
in Schopenhauer's philosophy, explained in the third part that highlights the parameters of the
pedagogy of communicative action. The use of speech, in an appropriate way, combined with
didactic theories and conducted according to Habermesian models, is the basis for an attempt
to found a pedagogy of communicative action that can be used during the teaching-learning
process, which is the product proposal educational in the last part of this work.This educational
product, in E-book format, provides pedagogical models of communicative actions and
rationalizable ideals to guide both speech and is accessible for use by professionals. This
practical theoretical research resulted in a work entitled “Communicative Reason and
Education: A didactic-methodological relationship of the study of dialogical reason in Jürgen
Habermas, with eristics according to Arthur Schopenhauer”, developed during the Professional
Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at
CEPAE/UFG. The product is available in the appendices and accessible in the UFG dissertation
database entitled: Communicative action introducing didactic pedagogical aspects in the
communicative relationship between teachers and students of an instructional nature,
containing elucidative aspects obtained after theoretical readings of Habermasian action
models, and analyzes of interviews collected by volunteers in the field of education, using the
discursive/textual genre. Thus, the results were promising after attempts to use it in regular
education classes.
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Palavras-chave
Comunicação , Razão , Erística , Verdade , Pedagogia , Communication , Reason , Eristic , Truth , Pedagogy
Citação
FERREIRA, E. M. Razão comunicativa e educação: uma relação didáticometodológica do estudo da razão dialógica em Jürgen Habermas, com a erística segundo Arthur Schopenhauer. 2024. 247 f. Dissertação (Mestrado em Ensino na Educação Básica) – Centro de Ensino e Pesquisa Aplicada à Educação, Universidade Federal de Goiás, Goiânia, 2024.