Communicative Acting and Inclusive Education: a possibility for analysis of teaching training in a virtual classroom

Abstract

In this study, we aimed to analyze the intersubjective aspects of linguistic interactions in a cyberspace, supported by the theory of communicative action in the context of network teacher training with a focus on school inclusion. Data were collected from the design and development of part of an action research carried out in a chemistry teacher training course for diversity, by Moodle, in Goiânia by Goiana Network for Research in Special/Inclusive Education (RPEI). Our results allowed us to categorize the speech acts, registered in online forums, as regulatory, constative and expressive acts that are categories of analysis of the theory of communicative action by Jürgen Habermas. The investigation allowed us to rethink the training of chemistry teachers in terms of communicative reason, considering the asymmetric dialogue as a basis for the formation of the identity of future teachers to act in the diversity of the classroom, contrasting the influences of technical reason characterized by transmission of information devoid of experiential knowledge.