A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces

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This article presents considerations about the importance of language as an expression of thought in the subjective and social worlds. The objective of this study is to propose reflections of Habermas' Theory of Communicative Action (1997) and language in educational spaces through the textual...

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Autor principal: Baranoski Pereira, Francine
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2021
Materias:
Language.
Communicative Action.
Textual genres.
Education.
Teaching
Lenguaje
Acción Comunicativa
Géneros Textuales
Educación
Enseñanza
Linguagem
Ação Comunicativa.
Gêneros Textuais
Educação
Ensino
Acceso en línea:https://revistas.unc.edu.ar/index.php/recial/article/view/33863
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Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10-article-33863
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spelling I10-R10-article-338632021-08-25T16:15:49Z A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces Una reflexión sobre la teoría de la acción comunicativa de Habermas y la teoría de los géneros textuales de Marcuschi en los espacios educativos Uma reflexão sobre a teoria da ação comunicativa de Habermas e a teoria dos gêneros textuais de Marcuschi nos espaços educativos Baranoski Pereira, Francine Language. Communicative Action. Textual genres. Education. Teaching Lenguaje Acción Comunicativa Géneros Textuales Educación Enseñanza Linguagem Ação Comunicativa. Gêneros Textuais Educação Ensino This article presents considerations about the importance of language as an expression of thought in the subjective and social worlds. The objective of this study is to propose reflections of Habermas' Theory of Communicative Action (1997) and language in educational spaces through the textual genres proposed by the Curricular Guidelines of the State of Paraná (2008) based on Marcuschi's Theory of textual genres (2008). This discussion has a multidisciplinary character and affects mainly the area of Education, in an attempt to provoke reflections in teachers and scholars who are interested in language and its product, the text. The methodological approach, from the point of view of technical procedures, is characterized as argumentative of bibliographic character. The theories presented here complement each other and become essential readings for contemporary thinking in education, as well as for the teaching of textual genres. Este artículo presenta consideraciones sobre la importancia del lenguaje como expresión del pensamiento en los mundos subjetivo y social. El objetivo de este estudio es proponer reflexiones sobre la Teoría de la Acción Comunicativa de Habermas (1997), el lenguaje en los espacios educativos a través de los géneros textuales propuestos por los Documentos Curriculares del Estado de Paraná (2008) con base en la Teoría de los géneros textuales de Marcuschi. (2008). Esta discusión tiene un carácter multidisciplinar y afecta principalmente al área de Educación, en un intento de provocar reflexiones en docentes y académicos interesados en el lenguaje y su producto, el texto. El enfoque metodológico, desde el punto de vista de los procedimientos técnicos, es argumentativo de carácter bibliográfico. Las teorías aquí presentadas se complementan y se convierten en lecturas imprescindibles para el pensamiento contemporáneo en educación, así como para la enseñanza de géneros textuales. Este artigo apresenta considerações sobre a importância da linguagem como expressão do pensamento nos mundos subjetivo e social. O objetivo deste estudo é propor reflexões sobre a Teoria da Ação Comunicativa de Habermas (1997), a linguagem nos espaços educativos por meio dos gêneros textuais propostos pelos Diretrizes Curriculares do Estado do Paraná (2008) com base na Teoria dos gêneros textuais de Marcuschi (2008). Esta discussão tem caráter multidisciplinar e atinge principalmente a área da Educação, no intento de provocar reflexões em professores e estudiosos que se interessem pela linguagem e seu produto, o texto. A abordagem metodológica, do ponto de vista dos procedimentos técnicos, caracteriza-se como argumentativa de caráter bibliográfico. As teorias aqui apresentadas, complementam-se e tornam-se leituras indispensáveis para o pensar contemporâneo da educação, bem como para o ensino dos gêneros textuais. Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2021-07-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/recial/article/view/33863 Recial; Vol. 12 Núm. 19 (2021): Dossier: Proust en otras literaturas. A 150 años de su nacimiento 2718-658X 1853-4112 10.53971/2718.658x.v12.n19 spa https://revistas.unc.edu.ar/index.php/recial/article/view/33863/34278 https://revistas.unc.edu.ar/index.php/recial/article/view/33863/34279 https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic Language.
Communicative Action.
Textual genres.
Education.
Teaching
Lenguaje
Acción Comunicativa
Géneros Textuales
Educación
Enseñanza
Linguagem
Ação Comunicativa.
Gêneros Textuais
Educação
Ensino
spellingShingle Language.
Communicative Action.
Textual genres.
Education.
Teaching
Lenguaje
Acción Comunicativa
Géneros Textuales
Educación
Enseñanza
Linguagem
Ação Comunicativa.
Gêneros Textuais
Educação
Ensino
Baranoski Pereira, Francine
A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces
topic_facet Language.
Communicative Action.
Textual genres.
Education.
Teaching
Lenguaje
Acción Comunicativa
Géneros Textuales
Educación
Enseñanza
Linguagem
Ação Comunicativa.
Gêneros Textuais
Educação
Ensino
author Baranoski Pereira, Francine
author_facet Baranoski Pereira, Francine
author_sort Baranoski Pereira, Francine
title A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces
title_short A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces
title_full A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces
title_fullStr A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces
title_full_unstemmed A reflection on Habermas’s theory of communicative action and Marcuschi’s theory of textual genres in educational spaces
title_sort reflection on habermas’s theory of communicative action and marcuschi’s theory of textual genres in educational spaces
description This article presents considerations about the importance of language as an expression of thought in the subjective and social worlds. The objective of this study is to propose reflections of Habermas' Theory of Communicative Action (1997) and language in educational spaces through the textual genres proposed by the Curricular Guidelines of the State of Paraná (2008) based on Marcuschi's Theory of textual genres (2008). This discussion has a multidisciplinary character and affects mainly the area of Education, in an attempt to provoke reflections in teachers and scholars who are interested in language and its product, the text. The methodological approach, from the point of view of technical procedures, is characterized as argumentative of bibliographic character. The theories presented here complement each other and become essential readings for contemporary thinking in education, as well as for the teaching of textual genres.
publisher Centro de Investigaciones de la Facultad de Filosofía y Humanidades
publishDate 2021
url https://revistas.unc.edu.ar/index.php/recial/article/view/33863
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first_indexed 2022-08-20T01:13:42Z
last_indexed 2022-08-20T01:13:42Z
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