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

Authors

  • Damiana Santos de Lima Meireles Centro Universitário Católica de Quixadá (Unicatólica), Quixadá, CE, Brasil.
  • Rodrigo Fernandes Meireles Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), Campus Quixadá, CE, Brasil. https://orcid.org/0000-0003-0072-9865
  • Ana Paula Vasconcelos de Oliveira Tahim Universidade Federal do Ceará (UFC), Fortaleza, CE, Brasil. https://orcid.org/0000-0002-4236-1555
  • Stânia Nágila Vasconcelos Carneiro Centro Universitário Católica de Quixadá (Unicatólica), Quixadá, CE, Brasil. https://orcid.org/0000-0002-0413-7798

DOI:

https://doi.org/10.35699/2237-5864.2017.2349

Keywords:

Education, Higher education, Communicative action, Professor-student relationship

Abstract

 

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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Author Biographies

  • Damiana Santos de Lima Meireles, Centro Universitário Católica de Quixadá (Unicatólica), Quixadá, CE, Brasil.

    Especialista em Docência do Ensino Superior e Graduada em Psicologia pelo Centro Universitário Católica de Quixadá (Unicatólica).

  • Rodrigo Fernandes Meireles, Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), Campus Quixadá, CE, Brasil.

    Mestre em Cultura da Unidade pelo Instituto Universitario Sophia (Itália) e Graduado em Psicologia pela Universidade de Fortaleza (Unifor). Psicólogo no Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), Campus Quixadá.

  • Ana Paula Vasconcelos de Oliveira Tahim, Universidade Federal do Ceará (UFC), Fortaleza, CE, Brasil.

    Doutoranda em Educação Brasileira na Faculdade de Educação da Universidade Federal do Ceará (FACED/UFC). Professora na Faculdade Cearense (FaC) e na Faculdade do Maciço de Baturité (FMB). Colaboradora da Especialização em Docência do Ensino Superior na Unicatólica.

  • Stânia Nágila Vasconcelos Carneiro, Centro Universitário Católica de Quixadá (Unicatólica), Quixadá, CE, Brasil.

    Pós-doutora e doutora em Educação pela Universidade do Minho – Portugal e pela Universidade Federal do Ceará (UFC); mestre e graduada em Letras pela UFC. Professora no Centro Universitário Católica de Quixadá (Unicatólica).

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Published

2017-12-07

Issue

Vol. 7 No. 2 (2017)

Section

Article

License

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How to Cite

MEIRELES, Damiana Santos de Lima; MEIRELES, Rodrigo Fernandes; TAHIM, Ana Paula Vasconcelos de Oliveira; CARNEIRO, Stânia Nágila Vasconcelos. The theory of communicative act and its contribution to the professor-student relationship in higher education. Revista Docência do Ensino Superior, Belo Horizonte, v. 7, n. 2, p. 97–112, 2017. DOI: 10.35699/2237-5864.2017.2349. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2349. Acesso em: 24 dec. 2025.