Teachers and the curriculum from the perspective of Habermas’ theory of communicative action

This article presents an excerpt from the first author’s doctoral research, focusing on the diagnostic phase of the development of the Pedagogical Project of the Course (PPC) for the mathematics teaching degree at IFPA, campus Parauapebas. The research is based on Jürgen Habermas’ theory of communicative action (2012a; 2012b), adopting an online form as a methodological instrument. The invitation to participate was sent to all members of the PPC preparation committee, comprising nine professors, one pedagogy-licensed individual, and one librarian. However, this text analyzes the reports of three collaborators. The aim is to understand whether communicative or instrumental rationality guides the process. The results indicate that it is essential to create dialogic spaces that promote interaction between the subjects involved in developing the curriculum, strengthening communicative rationality in the institutional context.