Abstract
The pedagogical projects organize and define policies related to teaching at all educational levels. In Higher Education, more specifically in Management graduation courses, the context is not different, in which the teachers aim to discuss and shape curricular structures aiming the academic guidance. This essay aims to identify possible contributions that the Communicative Action Theory and the Strategy as Practice can offer to the analysis of the construction of pedagogical projects of the Administration courses, using as scenario the implementation of the “Futurando Project”, part of the pedagogical project of the course of Administration of a private educational institution. The reach of communicative reason by understanding and consensus, presupposed by Jurgen Habermas, can give space to the manifestation of behavioral and cognitive elements of practitioners, as the Strategy as Practice defends. The connection between these theories makes it possible to understand the constructive process of the pedagogical projects in Management.
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