Habermas and the critique ofpedagogical knowledge in postmodern times

Abstract

This study questions teacher education in postmodern times, articulating the history of Brazilian education with the history of philosophical ideas. This paper is based on my doctoral dissertation, Communicative Action and Educational Action: recovering pedagogical eras and ethos. This work points out methodological discussions regarding dialetics and henneneutics. It analyses the dangers of ideological influences upon the constitution ofpedagogical knowledge from the perspective ofmodern reason. This work postulates the possibility of reconstruction of educational wisdom, based on Habennas' conception of post-modern rationality.