The social relations if become pedagogical relations and our next step is to try to relate them with the communicative action. The communicative action in the pedagogical relations the language co-ordinates communicative activities since that it can validate a symmetrical combination between the interaction, cognition and the knowledge, propitiating not only the linking between professors, pupils or same between schools. In the communicative interaction, the language is the mediating of the actions human beings whom if they transform into social relations. The use of the language in the social conviviality constructs the rational quarrel, a time that the interpersonal interactions can be deepened through the rational dialogue. Habermas (1996) says that the language is the instrument that bases the reason on the social relations, in the lived world, the culture, the habits, then, the reason is in the language, the subjective relation where it makes possible that the citizen shows its reason for the other, thus constructs communicative reason to it. The communicative reason establishes the value due of the individual being, the individual reason or group in the joint of the conscientious relations and that the social interferences are transmitted for these relations. In this manner, we see that cultural the globalization massifica habits and generate cultural massificao causing loss of identity, a time that the cultural imposition changes back the world lived for the social individuals. The language, in this conflict, is reached, therefore the world leaves of being recognized for the individual what it becomes stranger to articulate daily experiences with an other people’s culture.
To standardize the culture, colonizing the lived world to cast different cultures in the same context suppresses original cultural models in vestiges. According to Arago (1997), the language has as functions to promote the agreement mutual, to allow the coordination of the actions and to promote the socialization. The language if develops in the interior of a culture that knowing of a community withholds, its tradition; being thus, socialized individuals acquire models for the social conviviality.