La teoría de la acción comunicativa como un aporte a la enseñanza de la Filosofía.

Abstract

Teaching philosophy has been questioned throughout history by philosophers and pedagogues regarding its feasibility. A viable teaching proposal arises, from the Theory of Communicative Actions created by Habermas. In a society where the categories of money and power are increasingly imposed by segmenting the integrity of the human being, since it overvalues what is considered as scientific or rational, creating a multitasking human is therefore less relational. Philosophy´s presence is necessary as an understanding possibility which questions the given structure and contributes to the teachings of those who dedicate themselves to human formation within the educational field. The present research analyzes Habermasian´s communicative action proposal by relating the communicative act to an educative act, through a bibliographic compilation of works related to the topic that passes through a critic analysis, as well as the viability of its application, in order to come to this conclusion: interaction, dialogue, and the inter-relation argumentation are some of the inputs the Habermasian´s theory contributes in the formation of creative humans and critics, who are innovative and caring towards others. Hence, it stands evident that the importance of teaching philosophy as a critic act, which places the human being in front of himself and its reality in the domain of life, as a wide range of possibilities in order to recreate/transform it.