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

How to Cite

MEIRELES, D. S. de L.; MEIRELES, R. F.; TAHIM, A. P. V. de O.; CARNEIRO, S. N. V. 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: 1 sep. 2024.

Issue

Vol. 7 No. 2 (2017)

Section

Article

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