The article points out the reason for choosing Habermas' theory of communicative action as reference for a work on curriculum. It approaches the main trends that have characterized the meaning of curriculum, by focusing on the categories of the theory of communicati ve action which allow for comprehension beyond the critical trend. As a result, it provides methodological indicators that favor the turning of the teaching practice into a permanent process of knowledge construction that willlead to argumentative competences, within ideal contexts of communication and comprehension- oriented actions.
Curriculum; communicative action; teaching practice; methodological indicators; argumentative competence