La pretensión de configurar una teoría educativa que recoja en parte la riqueza del planteamiento pedagógico freiriano y del planteamiento sociológico habermasiano, debe intentar al menos, responder a tres interrogantes básicas: ¿qué tipo de interacciones educativas se necesitan desarrollar para aportar desde el ámbito específico de la educación a la tarea de la construcción de una sociedad democrática, solidaria, justa, libre y equitativa?; ¿qué enfoque curricular10 se requiere llevar a la práctica educativa concreta para poder operacionalizar esta opción educativa? y; qué tipo de racionalidad debe formar parte de cada una de las acciones educativas que se emprenden cotidianamente al interior de la escuela?.

In his critique of Luhmann's sociology, Habermas (1987) argued that individuation and socialization are possible on the basis of linguistic structures. This critique touches the blind spot of sociological systems theory as a meta-biology. Whereas the paradigm shift from action theory towards communication theory was fully reflected in Luhmann's sociology, the difference between the self-organization of social systems and the autopoiesis of biological systems remained underspecified. Social systems allow for communication about observations from within the system and/or from another perspective. Observers are able to participate both in the variation and in the selection; Giddens (1976) introduced in this context the metaphor of a "double hermeneutics." Through language the distinction between uncertainty and meaningful information is communicated reflexively, and the consequent codification may be changed without becoming confused. The implied communicative competences can be specified from the perspective of communication theory. keywords: self-organization, communication, sociology, Habermas, Luhmann, reflexivity