Resumo

ZASLAVSKY, Alexandre. Pedagogical action, communicative action and didactics. Conjectura: filos. e Educ. [online]. 2017, vol.22, n.1, pp.69-81. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v22.n1.05.

The present article deals with the interdependence between the concept of pedagogical action and the didactics' field of study. Didactics as a discipline which represents modern pedagogy establishes a concept of pedagogical action and a new approach concerning the means of education as a scientific object. Pedagogical action was born linked to didactics and, as so, also to its instrumental carachter (DÍAZ-BARRIGA, 1995). The problem of pedagogical action represents the "black box" of school: the greatest point of practical interest or social priority, but, comparatively, with less incidence of theoretical reflections. Many school teachers complain about the saturation of theories, but repeat the same practices; on the other hand, Education researchers claim the importance of theoretical reflection for change in practices. Considering didactics historical feature of articulating theory and practice, it´s curious and at the same time meaningful this distance among them. The impotence of didactics, as a general knowledge, is evident in the detachment theory-practice. It is questioned the articulation point between pedagogical action and didactics as a possible spot of change: what would be the consequences of a non-instrumental concept of pedagogical action to didactics? It is intended to resume the theme of the means of pedagogical action, mainly the instrumental bias with which it is identified since its birth, and suggest a reconceptualization in terms of Habermas' communicative action, meaning a kind of action towards mutual understanding and not strategical success. With this communicative concept of pedagogical action it is presented some initial reflections about a communicative didactics, more hermeneutic than technical. The goal is to suggest the opening of a reflective disciplinary path to thematize pedagogical action according to communicative rationality, thus opening the forementioned "black box". After all, it is intended to get consequences for general didactics.

Palavras-chave : Pedagogical action; Instrumental reason; Communicative action; Didactics..

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