Exploring creative insubordination with Habermasian communicative rationality
Confluences for inclusion
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e73757Keywords:
Communicative action, Inclusion, Creative insubordination, Communicative rationality, Inclusion of the otherAbstract
The objective of this article is to identify elements of inclusive mathematics teaching in six speech acts delivered by mathematics teachers from the Secondary Technical Professional Education (EPTNM) program during a videoconference meeting. These speech acts were selected from a transcript of the meeting, with the participants' permission. Of the 14 teachers who teach at EPTNM, 11 participated in the meeting. The theoretical and methodological basis for the study was Jurgen Habermas’s communicative rationality, which encourages communicative ethics as a means of seeking consensus to solve social problems, and creative insubordination, which consists of speaking out against bureaucratic structures that fail to respect the individuality of diverse subjects. Communicative rationality, combined with practices of creative insubordination, can be effective in promoting inclusion. The results indicated that the speech acts presented characteristics of creative insubordinate actions and communicative action, evidencing that the communicative rationality proposed by Habermas can serve as a theoretical instrument to promote the Inclusion of the Other through insubordinate and creative practices.
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