This thesis presents a proposal for taking discursivity as the parameter for ethical, moral and political education in schools, based on Habermas s Discourse theory. Practical education is understood as the development of practical reason in its three aspects – pragmatic, ethical and moral -, in which the social and individual dimensions are articulated through intersubjectivity. The term practical education is proposed to designate ethical, moral and political education in schools. This is understood as education oriented towards intersubjective understanding, which has its foundations in the pressupositions of communication, mediated by social institutions, in order to to achieve the goal of promoting moral and political autonomy in the public sphere, that is, social participation directed towards the establishment of principles of peaceful coexistence and the construction of a common political project in the context of the democratic, constitutional State. Practical education in schools is conceived of as a specifica education – developed in parallel with cognitive education, strictly speaking, and aesthetic education – that focuses on our relations with others, as a starting point, a principle of development and an outcome.