SciELO - Scientific Electronic Library Online

vol.13 issue1Temporal displacement in development and transference of constructivist learningIssues about the relationship between perception and language author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Psicologia: Reflexão e Crítica

Print version ISSN 0102-7972On-line version ISSN 1678-7153


SIMAO, Lívia Mathias. Disequilibrium and co-regulation in teaching-learning situations: an analysis according to the concept of communicative action (Habermas). Psicol. Reflex. Crit. [online]. 2000, vol.13, n.1, pp.33-38. ISSN 0102-7972.

From the development perspective, teaching-learning situations imply an interplay of the actors’ verbal actions, each of which are directed to the actions of the others as to the object of knowledge. From this perspective, disequilibrium and co-regulation are fundamental, as well as the emergence of the new knowledge. The objective of this work is to explore the concept of communicative action (Habermas) in order to describe the cognitive disequilibrium and co-regulation in a teaching-learning situation. Aiming to characterize each verbal action according to Habermas, a teacher-student dialogue was analyzed. Then, each communicative action was related to its consequence to the interaction, in disequilibrium or co-regulation terms. This analysis allowed to describe the dynamics of the communicative actions. These actions, through successive disequilibrium and co-regulations, gave the conditions for restructuring the actors’ semantic field as well as for the emergence of new knowledge about the object.

Keywords : Communicative action; disequilibration; co-regulation; teacher-student interaction.

        · abstract in Portuguese     · text in Portuguese


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License