The meaning used theoretician left of the premise of that the selected authors can subsidize this research, providing a promising theoretical contribution pra understanding of the theory of communicative acting and its implications in the interactions partners in the educative process. Its accomplishment objectified to verify the habermasianos estimated ones of the communicative action from the interactions in the educative process while social practical one, perceiving the professors as active citizens of this practical e, also, constructing a reflection on the communicative action for the rational agreement enters the involved citizens in this process. The structure of the text understands a passage on interaction, rationality and communication in the school considering the theoretical beddings of this study privileging the boarding of the communicative rationality of Habermans through its theory of the communicative action of where we leave for the pedagogical interactions characterizing them in the current social context and pointing the importance of the interaction communicative for the educational process. The interaction as base of the communicative rationality in the education Some authors have themselves dedicated to the study of the education and the formularization of concepts that can traduziz it. Hairdo (2000) mentions the education to it as a specific form of communication. For the author, this form is valued in the dialogue between professor and pupil, called ' ' citizens comunicantes' '.

Being thus, to educate and to communicate they would have to be processes interdependent associates and, what it would favor the production and the socialization of the knowledge. Morin (2001, P. 20) relates that the knowledge, under word form, is fruit of a translation/reconstruction by means of the language and of the thought and, therefore, is subject to the error. This knowledge, at the same time translation and reconstruction, holds the interpretation, what it introduces the risk of the error in the subjectivity of the expert, its vision of the world and its principles of knowledge.