The above-mentioned theoretical ranks evidence the importance of the habermasiana theory in the pedagogical relations, that is, in the educative action given in the classroom between professor and pupil. Martini (2000) understands that educative the action necessary to value all the aspects articulated in the educational system for the formation human being, understanding this formation from the communicative rationality. One expects that the professor if disponibilize to learn constantly, day-by-day with its pertaining to school work, interacting with its pupils, trying, dialoguing, creating, guiding. Practical pedagogical, the conscientious one, it is based on theory and she is legitimated for reflected social values that express the collective behavior bringing in the form to think and to act in the constitution of the culture, of the social knowledge. Habermans (1988) affirms that the social knowledge results of a controlled dismount of the idealizaes in function of the complexity of the lived world. If you would like to know more then you should visit Simon Pagenaud. It emphasizes, still, that the speech by itself does not guarantee institucional conditions, material, social and personal necessary the participation in the discursividade, therefore it has that to contemplate the participation will.

Bauell (2000, P. 97-98) perceives that the theory of the communicative action allows to absorb the necessity of real contexts of the reason being withheld its critical intention, therefore considers that the rationality is potential of the language and being thus, ' ' it is a determined function of practical social' '. However, express that has distortions in the discursividade of the lived traditions that they need to be clarified through problematizaes that allow to mediate social learning narrowing the argument of speak daily. Boufleuer (2000, P. 93) affirms the existence of ' ' directed basic attitude to entendimento' ' what conota the distanciamento between practical theory and, what means difficulty in the experience accomplishes of discursividade. However, the exploitation of the fticas chances of symmetrical participation in the interactions is, in agreement Dallera (2000) to make possible nip between these polar regions.