摘要：This study aims to reflect on teaching from the theory of communicative action from Habermas and the art from Marcuse, as emancipatory processes. This study seeks to discern the emancipatory potential in communicative reason, having as main scenario the teachers’ work in which position they put themselves as speakers, listeners and participants to reach consensus about anything in the world of life. Similarly, it thinks of aesthetic form as a means of emergence of emancipatory processes, enabling the emergence of subjectivity, as it may come to light the daily teaching story of encounters, passions, joys, and sorrows. Key words: aesthetic, teacher’s work, communicative reason.
其他摘要：This study aims to reflect on teaching from the theory of communicative action from Habermas and the art from Marcuse, as emancipatory processes. This study seeks to discern the emancipatory potential in communicative reason, having as main scenario the teachers’ work in which position they put themselves as speakers, listeners and participants to reach consensus about anything in the world of life. Similarly, it thinks of aesthetic form as a means of emergence of emancipatory processes, enabling the emergence of subjectivity, as it may come to light the daily teaching story of encounters, passions, joys, and sorrows.Key words: aesthetic, teacher’s work, communicative reason.
