scholarly journals LIMITES E POSSIBILIDADES DA INTEGRAÇÃO CURRICULAR NO INSTITUTO FEDERAL CATARINENSE: REFLEXÕES A PARTIR DA FORMAÇÃO CONTINUADA DE PROFESSORES

2020 ◽  
Vol 17 (1) ◽  
pp. 145-157
Author(s):  
Filomena Lucia Gossler Rodrigues da Silva ◽  
Andressa Graziele Brandt ◽  
Tamiris Possamai
Keyword(s):  
High School ◽  
Continuing Education ◽  
Methodological Approach ◽  
Pedagogical Practices ◽  
Qualitative Character ◽  
Technological Education ◽  
Curricular Integration ◽  
Concrete Material ◽  
Integral Education ◽  
Material Conditions

In this work, we systematize some of the reflections carried out based on continuing education with teachers of Basic Technical and Technological Education at the Instituto Federal Catarinense(IFC) -Campus Camboriú, Brazil, about the limits and possibilities of curricular integration in Integrated High School courses. The methodological approach, of qualitative character, was based on literature review, document analysis and participant research along with the teachers from the IFC. Among the results, we identified that teachers understand that the concept of curricular integration requires both restructuring the pedagogical projects of the courses and, consequently, the curricula, as well as rethinking the pedagogical practices so that they contemplate the interdisciplinarity that the reality requires. Among the limits and possibilities for the viability of the integrated curriculum, there are aspects of administrative and pedagogical order that reveal wide knowledge of the institution by the teachers and,also, recognition of the existence of concrete material conditions for the materialization of the integral education of the students present in the concept of Integrated High School, including continuing education.

Reorganização Curricular da Escola Estadual Heronides Araújo: Articulação Entre o Ensino Médio e a Educação Profissionalizante

2018 ◽  
Vol 19 (2) ◽  
pp. 160
Author(s):  
Laura Isabel Marques Vasconcelos de Almeida ◽  
Camila Rodrigues Viana Ferreira ◽  
Marta Maria Gama
Keyword(s):  
High School ◽  
Vocational Education ◽  
Vocational Training ◽  
Methodological Approach ◽  
Field Research ◽  
High School Education ◽  
Pedagogical Practices ◽  
State School ◽  
Technological Education ◽  
Training Policy

Este artigo tem como objetivo analisar a articulação das práticas pedagógicas decorrentes da Matriz Curricular Nacional para o Ensino Médio da Escola Estadual Heronides Araújo e sua articulação com o Centro de Educação Profissional e Tecnológica – CEPROTEC. O embasamento dessa articulação é a Lei de Diretrizes e Bases da Educação (LDB) nº. 9394/96 e as Diretrizes Curriculares Nacionais do Ensino Médio, desenvolvido por meio da pesquisa de campo, com abordagem metodológica qualitativa. O estudo aponta que apesar da possibilidade de integração entre a formação básica do estudante e a formação profissionalizante, a política de educação profissional ainda processa-se mediante programas focais e contingentes numa travessia marcada por intensos conflitos e no terreno da contradição.Palavras-chave: Educação Profissionalizante. Ensino Médio. Práticas Pedagógicas. Escola Estadual Heronides Araújo.AbstractThis article aims to analyze the articulation of pedagogical practices arising out of the National Curricular Matrix for High school of Heronides Araújo State School and its articulation with the Center of Vocational and Technological Education - CEPROTEC. The basis of this articulation  is the Education Guidelines and Bases Law  (LDB) number 9394/96 and the National Curricular Guidelines of the High School education, developed by means of field research, with a qualitative methodological approach. The study points out that despite the possibility of integration between the student’s basic formation and the vocational training policy, vocational education is still processed through focal and uncertain programs in a journey marked by intense conflict and on the ground of contradiction.Keywords: Vocational Education. High School. Pedagogical Practices. Heronides Araújo State School.

scholarly journals Formando gestores em três tempos: analisando alternativas para educação técnica e tecnológica em Administração

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Shana Sabbado Flores ◽  
Tânia Da Rosa Aiub
Keyword(s):  
High School ◽  
Professional Practice ◽  
Management Education ◽  
Methodological Approach ◽  
Theory And Practice ◽  
Howard Gardner ◽  
Technological Education ◽  
Management Processes ◽  
Technical Material ◽  
Current Curriculum

Resumo: A formação do profissional de administração requer o desenvolvimento de conhecimentos, habilidades e, principalmente, atitudes com relação a processos e pessoas. É fato que muitos dos conceitos trabalhados em sala de aula acabam se perdendo, não se efetivando em prática profissional. Assim, o verdadeiro aprendizado, pautado em mudança de comportamento pode acabar por não se concretizar devidamente. A partir da análise das atuais propostas curriculares para a formação do administrador e do perfil do egresso esperado para a profissão, considerando sua evolução nesse pouco mais de um século de história, o presente trabalho sistematiza uma proposta metodológica para o ensino de administração, baseada em: (1) adoção de temas transversais para serem trabalhados durante toda a disciplina; (2) leitura cotidiana de material da área, de modo a apropriar conceitos; e (3) microestágios ou projetos de final de curso, com intuito de sistematizar teoria e prática. As atividades estão em consonância com a “educação pela pesquisa”, de Pedro Demo e da formação de uma “mente disciplinada”, de Howard Gardner, e foram aplicadas em turmas de ensino médio integrado ao Técnico em Administração, ensino técnico subsequente em Administração e tecnólogo em Processos Gerenciais. De uma maneira geral, as atividades propostas na metodologia proporcionaram, além do contato com realidade empresarial, uma melhor compreensão da dimensão da profissão, uma vez que tiveram a oportunidade de observar como seu trabalho pode impactar diretamente no cotidiano das organizações, bem como prospectar oportunidades de atuação. Palavras-chave: Ensino de administração. Ensino técnico e tecnológico. Educação pela pesquisa. DEVELOPING MANAGERS IN THREE CYCLES: ANALYZING ALTERNATIVE FOR TECHNICAL AND TECHNOLOGICAL EDUCATION IN MANAGEMENT Abstract: Management professional formation requires the development of knowledge, skills, and, especially, attitudes towards processes and people. It is a fact that many of the concepts worked in the classroom get lost, not effecting in professional practice. Thus, the real learning, based on behavior change, ends up not being realized. From the analysis of the current curriculum proposals for the administrator formation and the expected profile of graduates into the profession, considering its evolution in just over a century of history, this paper systematizes a methodological approach to management education, based on: (1) adoption of cross-cutting themes to be developed throughout the course, (2) daily reading of technical material, to appropriate concepts, and (3) micro-projects or internships final course, in order to systematize theory and practice. The activities are in line with the "education through research," of Pedro Demo and the formation of a "disciplined mind" from Howard Gardner, and they were applied to groups of high school integrated with technical in management, subsequent technical in management and technologist in management processes. In general, the activities proposed in the methodology provided, in addition to the contact with business reality, a better understanding of the professional dimension, in the extend of they had the opportunity to observe how their work can impact directly the organizations daily, as well as exploring opportunities of action. Keywords: management education, technical and technological education, education by research. 

scholarly journals ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DO RIO GRANDE DO NORTE: a perspectiva dos professores

2017 ◽  
Vol 23 ◽  
pp. 149
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
High School ◽  
Professional Education ◽  
Integrated Curriculum ◽  
Information Sources ◽  
Rio Grande ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Curricular Integration ◽  
Federal Institute ◽  
Political Project

O artigo discute a temática educação profissional. O objetivo é analisar como o IFRN vem materializando, segundo a visão dos próprios docentes, a proposta curricular dos cursos de ensino médio integrado em Eletrotécnica, Edificações, Agroecologia, Alimentos e Informática. Metodologicamente, o estudo se insere na categoria qualitativa, de caráter exploratório, tendo a dialética como fio condutor das análises. As fontes de informações são o projeto político pedagógico de 2004, os planos dos cursos, as questões que tratam apenas da integração curricular, retiradas do questionário impresso aplicado a 186 professores e as entrevistas semiestruturas, realizadas individualmente com 10 deles, sendo dois de cada curso. A não apropriação da concepção e fundamentos do currículo integrado pelos professores e as práticas pedagógicas relatadas, permite inferir que não ocorre a materialização concreta do ensino médio integrado no IFRN e, sim, que apenas algumas ações didáticas, não sistematizadas nem planejadas coletivamente, concorrem para esse fim.Palavras-chave: Ensino médio integrado. Currículo Integrado. Práticas Pedagógicas.TEACHING IN INTEGRATED AVERAGE IN THE FEDERAL INSTITUTE OF RIO GRANDE DO NORTE: the perspective of teachersAbstract: The article discusses the issue professional education. The aim is to analyze how the IFRN is materializing, according to the vision of the teachers, the curriculum proposal of high school courses integrated in Electrical, Building, Agroecology, Food and Compute Science. Methodologically, the study is included in the qualitative category, of exploratory character, having the dialectic as conductor of the analyses. The information sources are the pedagogical political project 2004, course plans, the questions that deal only with curricular integration, taken from the printed questionnaire applied to 186 teachers and the semi-structured interviews, carried out individually with 10 of them, two of each course. Failure ownership of the design and foundations of the integrated curriculum by teachers and related pedagogical practices, allowed us to infer that doesn’t occur the concrete materialization of the integrated high school in IFRN and, yes, that only a few didactic actions, not systematic or planned collectively, contribute to this purpose.Keywords: Integrated High School. Integrated Curriculum. Pedagogical Practices. LA ENSEÑANZA SECUNDARIA INTEGRADA EN EL INSTITUTO FEDERAL DE RIO GRANDE DO NORTE: la perspectiva de los profesores Resumen: El artículo aborda el problema de la educación profesional. El objetivo es analizar cómo el IFRN está materializando, según la perspectiva de los docentes, la propuesta curricular de los cursos de la enseñanza secundaria integrados en Eléctrica, Arquitectura, Agroecología, Alimentos y Tecnología de la Información. Metodológicamente, el estudio se incluye en la categoría cualitativa, de carácter exploratorio, teniendo la dialéctica como hilo conductor de los análisis. Las fuentes de información son el proyecto político pedagógico de 2004, los planes de los cursos, los asuntos que tratan solamente de integración curricular, tomadas del cuestionario impreso administran a 186 maestros y entrevistas semiestruturas llevaron a cabo de forma individual con 10 de ellos, dos de cada curso. La falta de apropiación de la concepción y fundamentos del currículo integrado por los profesores y las prácticas pedagógicas relatadas, permiten inferir que no ocurre la materialización concreta de la enseñanza secundaria integrada en el IFRN, solamente algunas acciones didácticas, no sistematizadas ni planeadas colectivamente, compiten para este fin.Palabras clave: Enseñanza Secundaria Integrada. Currículum Integrado. Prácticas Pedagógicas. 

scholarly journals ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL DO RIO GRANDE DO NORTE: a perspectiva dos professores

2017 ◽  
Vol 23 ◽  
pp. 139
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
High School ◽  
Computer Science ◽  
Professional Education ◽  
Integrated Curriculum ◽  
Information Sources ◽  
Rio Grande ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Curricular Integration ◽  
Federal Institute

O artigo discute a temática educação profissional. O objetivo é analisar como o IFRN vem materializando, segundo a visão dos próprios docentes, a proposta curricular dos cursos de ensino médio integrado em Eletrotécnica, Edificações, Agroecologia, Alimentos e Informática. Metodologicamente, o estudo se insere na categoria qualitativa, de caráter exploratório, tendo a dialética como fio condutor das análises. As fontes de informações são o projeto político pedagógico de 2004, os planos dos cursos, as questões que tratam apenas da integração curricular, retiradas do questionário impresso aplicado a 186 professores e as entrevistas semiestruturas, realizadas individualmente com 10 deles, sendo dois de cada curso. A não apropriação da concepção e fundamentos do currículo integrado pelos professores e as práticas pedagógicas relatadas, permite inferir que não ocorre a materialização concreta do ensino médio integrado no IFRN e, sim, que apenas algumas ações didáticas, não sistematizadas nem planejadas coletivamente, concorrem para esse fim.Palavras-chave: Ensino médio integrado. Currículo Integrado. Práticas Pedagógicas.TEACHING IN TECH HIGH SCHOOLS IN THE FEDERAL INSTITUTE OF RIO GRANDE DO NORTE: teacher perspectivesAbstract: The article discusses professional education. The aim is to analyze how IFRN is materializing according to the vision of teachers, the curriculum proposal of high school courses integrated in Electrotechnology, Agroecology, Food and Computer Science. Methodologically, the study falls into the qualitative category, of exploratory character, having the dialectic as conductor of the analyses. The information sources are the 2004 political pedagogical project, course plans, questions that deal only with curricular integration, taken from the printed questionnaire applied to 186 teachers and the semi-structured interviews, carried out individually with 10 of them, two from each course. Non-appropriation of the design and foundations of the integrated curriculum by teachers and related pedagogical practices allowed us to infer that concrete materialization of the integrated high school doesn’t occur in IFRN and, yes, that only a few didactic actions, not systematic or planned collectively, contribute to this purpose. Keywords: Integrated High School. Integrated Curriculum. Pedagogical Practices.LA ENSEÑANZA SECUNDARIA INTEGRADA EN EL INSTITUTO FEDERAL DE RIO GRANDE DO NORTE: la perspectiva de los profesoresResumen: El artículo aborda el problema de la educación profesional. El objetivo es analizar cómo el IFRN está materializando, según la perspectiva de los docentes, la propuesta curricular de los cursos de la enseñanza secundaria integrados en Eléctrica, Arquitectura, Agroecología, Alimentos y Tecnología de la Información. Metodológicamente, el estudio se incluye en la categoría cualitativa, de carácter exploratorio, teniendo la dialéctica como hilo conductor de los análisis. Las fuentes de informaciones son el proyecto político pedagógico de 2004, los planes de los cursos, los asuntos que tratan solamente de integración curricular, tomadas del cuestionario impreso, sometido a 186 maestros, y entrevistas semiestructuradas, realizadas de forma individual con 10 de ellos, dos de cada curso. La falta de apropiación de la concepción y fundamentos del currículo integrado por los profesores y las prácticas pedagógicas relatadas permiten inferir que no ocurre la materialización concreta de la enseñanza secundaria integrada en el IFRN, solamente algunas acciones didácticas, no sistematizadas ni planeadas colectivamente, compiten para este fin.Palabras clave: Tech High School. Integrated Curriculum. Pedagogical Practices.

scholarly journals ESTÁGIO DE DOCÊNCIA EM QUÍMICA: PROPOSIÇÃO DE SITUAÇÕES-PROBLEMA ENVOLVENDO QUÍMICA INORGÂNICA

2019 ◽  
Vol 12 (4) ◽  
pp. 362
Author(s):  
Carlos Ventura Fonseca ◽  
Cleiton Leandro Zimmermann Pereira
Keyword(s):  
High School ◽  
High School Students ◽  
Methodological Approach ◽  
First Grade ◽  
Formative Period ◽  
Pedagogical Practices ◽  
School Students ◽  
Methodological Choices ◽  
Documentary Sources ◽  
Effective Development

This paper describes and problematizes the pedagogical practices developed by a trainee in initial formation with three first grade high school classes in a public school in Porto Alegre, Rio Grande do Sul, Brazil, in the second semester of 2017. This is a qualitative exploratory study based on documentary sources (the report produced at the end of this formative period). In this article, the focus is on classroom activities that have as a reference the methodological approach called problem-based learning, as well as the assessment and self-assessment activities that were proposed by the teacher and performed by high school students. The teacher information centrally addressed some conceptual content related to Inorganic Chemistry with the adoption of the theme "pollution" as a way to try to connect the discussions held with the students' daily life. The systematized results which were discussed in this article indicate that important elements of learning about the teaching work were constituted favoring the effective development of the intern that was investigated. The latter was able to take a safe position on his work which includes, especially, evaluation processes that unveiled factors concerning student learning and the methodological choices adopted in the process.

scholarly journals Investigação do uso da metodologia ABP na Rede Federal brasileira no contexto do ensino técnico integrado ao ensino médio

ForScience ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e00925
Author(s):  
Rafael Vinicius Tayette da Nobrega ◽  
Cristina Alves Maertens ◽  
Cláudio Alves Pereira
Keyword(s):  
High School ◽  
Technical Education ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Limiting Factor ◽  
Pedagogical Practice ◽  
Technological Education ◽  
Self Assessment ◽  
Technical High School ◽  
High Workload

Neste trabalho investigou-se a utilização da metodologia ativa denominada Aprendizagem Baseada em Problemas (ABP) nos cursos técnicos integrados ao Ensino Médio da Rede Federal de Educação Profissional, Científica e Tecnológica (Rede Federal) brasileira. Para isso, primeiramente, realizou-se um estudo bibliométrico para identificar trabalhos relacionados ao tema, publicados nos últimos cinco anos, cujas referências subsidiaram conceitualmente a confecção do questionário sobre a metodologia ABP. Neste contexto, questões organizacionais, de infraestrutura, de formação e aceitação da metodologia ABP foram implementadas com o objetivo de mensurar o quanto essa metodologia está difundida entre as práticas pedagógicas dos docentes que atuam na Rede Federal. Posteriormente, o questionário eletrônico foi enviado às unidades desta rede para que fosse divulgado aos seus docentes. A amostra da pesquisa foi constituída por quinhentos e trinta docentes pertencentes a trinta e sete Institutos Federais, de todas as regiões do Brasil, e do Colégio Pedro II. Os resultados indicaram que, conceitualmente, a metodologia ABP é bem aceita, entretanto, ainda existe uma dificuldade em inseri-la na prática pedagógica cotidiana, embora haja o incentivo dos campi para aplicação de metodologias ativas e possibilidades de capacitação na área. Como fator limitante, observou-se que a organização curricular dos cursos técnicos integrados da Rede Federal dificulta a utilização de metodologias ativas. Por fim, observou-se que as questões cotidianas de elevada carga horária de trabalho e salas com grande quantidade de alunos impactam na redução do tempo disponível para a preparação das aulas, impedindo a evolução, mudança e autoavaliação das práticas docentes. Palavras-chave: Aprendizagem Baseada em Problemas. Ensino Técnico Integrado. Rede Federal de Educação Profissional, Científica e Tecnológica.   Investigating the use of the PBL methodology in the brazilian Federal Network in the context of technical education integrated to the high school Abstract In this work, we investigated the use of the active methodology called Problem-Based Learning (PBL) in Technical Courses Integrated to High School of the Brazilian Federal Network of Professional, Scientific, and Technological Education (Federal Network). For this, at first, a bibliometric study was carried out to identify works related to the theme in the last five years, whose references conceptually subsidized the questionnaire about the PBL methodology. In this context, organization, infrastructure, training, and acceptance of the ABP methodology were implemented aiming to measure how much this methodology is disseminated among the pedagogical practices of teachers working in the Federal Network. Subsequently, the electronic questionnaire was sent to teachers who work in the Federal Technical High School. The research sample consisted of five hundred and thirty teachers belonging to thirty-seven Federal Institutes, all over Brazil, and Colégio Pedro II. The results indicated that, conceptually, the PBL methodology is well accepted; however, there is still a difficulty in inserting it in the daily pedagogical practice, although there is an incentive from federal educational institutes for applying active methodologies and training possibilities in the area. As a limiting factor, it was observed that the curricular organization of the integrated technical courses of the Federal Network makes it challenging to use active methodologies. Finally, the daily issues of high workload and classrooms with many students impact the reduction of time available to prepare classes, preventing the evolution, change, and self-assessment of teaching practices. Keywords: Problem-Based Learning. Integrated Technical Education. Federal Network of Professional, Scientific and Technological Education.

The labour that dare not speak its name

2017 ◽  
Author(s):  
Jason Toynbee
Keyword(s):  
Social Structure ◽  
Large Scale ◽  
Division Of Labour ◽  
Concrete Material ◽  
Material World ◽  
Music Making ◽  
Causal Impact ◽  
Musical Creativity ◽  
Material Conditions

The is chapter argues that to understand the distributed nature of musical creativity we need to examine its connection to large-scale social structure and to capitalist relations of labour. These relations have a ‘downward’ causal impact on creative acts. Firstly, this is through the division of labour, which plays out in different ways across genres from classical to pop. Secondly, creative musical labour involves engagement with the concrete, material world. The distributed nature of creativity is determined not only by the drive to divide or consolidate music-making tasks but also depends on the nature of the musical materials to hand, and methods of dealing with them. Two methods are described in this chapter: translation and intensification. Each (sometimes they are combined) entails the making of relatively autonomous creative choices which are emergent from the structural and material conditions of musical labour.

Transcontinental Differences in Continuing Education

1992 ◽  
Vol 6 (1) ◽  
pp. 24-29
Author(s):  
Barry Stern
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Education Sector ◽  
Technological Education ◽  
Short Term ◽  
The Us ◽  
The Usa ◽  
University Industry

To provide an overview of the US perspective on university–industry cooperation, the author focuses on four areas: (a) the roles of governments, the higher education sector, and industry in continuing technological education; (b) cooperation between higher education and industry in developing technological education; (c) areas in which Europe, Japan, and the USA can fruitfully cooperate in continuing technological education; and (d) major challenges for the short-term future.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals Developing pedagogical practices under umbrellas of different colours

2019 ◽  
Vol 7 (2) ◽  
pp. 23-39
Author(s):  
Hannu L. T. Heikkinen
Keyword(s):  
Translational Research ◽  
Design Research ◽  
Methodological Approach ◽  
Theoretical Perspective ◽  
Practitioner Research ◽  
Pedagogical Practices ◽  
Theory Of Knowledge ◽  
Academic Aspirations ◽  
Developmental Work Research ◽  
The Relationship

The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from a philosophical and theoretical perspective, to examine the relationship between theoretical and practical aims of research by integrating Aristotle’s classical views on epistemology with the theory of knowledge and human interests of Jürgen Habermas. The methodological approach of this article is a theoretical and philosophical analysis of the literature.

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