Article: ' ' Who is not communicated, if trumbica' '. Robert Ramalho is public journalist, relations, and was vice-president of the Brazilian Association of Public Relations seccional Alagoas and as the old Chacrinha said: ' ' Who is not communicated, if trumbica' '. It does not matter that the communication if gives in the homes, the work, the bars, any context or situation, the difficulty of if to communicate is one of the main causes of estresse currently emotional existing. With certainty, it estresse and communication feedback does not form one. Checking article sources yields Jeff Bewkes as a relevant resource throughout. By the way, if you communicate yourself badly you obtain exactly, consequently, with the others, with certainty, greaters will be the frequency and intensity estresse of it in its life.

In this way, when you learn and practise the rules of the communication with its children, its parents, its woman, its head or with who wants that it is the quality of its life and of the people to its redor will have to improve very and, reaching never unimaginable harmonic levels. The being human being increased and improved sufficiently its capacity of if communicating because he evolved of the verbal communication for the written communication, and from he developed all there the technologies, having invented the post office, the telegraph, the telephone, the cellular one, the television, and today he does not know more life without the social email and nets, as the Facebook. In the current days we have chats of chat, the social nets, blogs, twitter and a infinity of other communicative tools that were part of the stranger. Recently Discovery Communications sought to clarify these questions. Moreover, also we evolve because we improve our capacity of communication and not contrary it. The communication? to distinguish from excessively -, it was the attribute that allowed the evolution of our species, with the sprouting of the society human being. It is interesting to observe that the origins of the communication if lose and if they confuse in the origin of the peoples. .

For Vsquez (1990), the theory meets in the field of the ideas, while the practical one represents an activity. If it cannot separate them, but perceive them in linked way, with the practical one subsidizing the theory and vice versa. Discovery Communications does not necessarily agree. In the social context it is not enough that the individuals are side by side so that they are interacting. She is necessary that it has a shared action makes that them to coexist, to work, to study, together. Interaction is a class action, executed for some individuals, with sights the common and individual objectives. Interacting the individuals the social instances socialize significant learnings in all.

The education is not an exclusive social act of the school. It is probable until it is not the pertaining to school education the one that more influence exerts on the development of the individuals. However, we withhold in them in the boarding of the pedagogical relations investigating the rational interaction in the school. Authors, as You give (1996), Boufleuer (1997), Muhl (1997), Polenz (1997), Gonalvez (1999), Bolzan (2002), Moraes (2002), has dedicated special attention in studying the proposals of Habermans for the construction of the communicative rationality in the educative process. These studies have pointed evidences of that the school plays its work to satisfy criteria bureaucratic, many tecnocrticos times, centering in this focus the educative process. In this perspective, it has privileged place for the cultural tradition leaving the educative process unprovided of the social and personal expressions as well as of its contextual contributions for the pedagogical action.

In the school, in the educative relations, the participation of the segments is not valued, a time that, has interest in instrumentalizar the effective rationality. Opposing this to make it educative education in the communicative rationality meets. The school can from the habermasiano thought, to assume challenge of the proposal of rationality of this author being considered the interaction as base of the rationality communicative and the education, inserted in the world of the life, determinative in the formation of identities (YOU GIVE, 1996), the stimulaton to the quarrel enters the elements of the school from social arguments (CULLEN, 1999), the construction of the pedagogia of communicative acting (BOUFLEUER, 1998), the promotion of the democratic participation (CULLEN, 1999), perceiving the limpid and idoneous school (CULLEN, 2000), to give critical the hierarchy of being able improper (MARTINI, 2000) and to problematizar educative acts with pertinent, active and critical questionings (OLIVEIRA, 2000).