Communication action in education as a device and epistemic authority to technological praxis

Abstract

In considering the importance of openness to communicative experience in education and in a society hyper-stimulated by technologies, the study of hermeneutical bases aims at rethinking pedagogical praxis, mobilizing, through Habermasian research, the possibilities of formative interconnections with digital information and communication technologies. For this purpose, Habermas brings up issues that report the false frontiers of knowledge and the potentials of communicative action in educational interfaces, to resist technical reason, pedagogisation, simplifications and narrow worldviews. We conclude that linguistic interdependence can renew the forms of teaching and learning generated by technologies, opening up reflective channels to overcome empty and monological narratives.