This thesis has the objective to discuss the education for democracy in Brazil, based on the social philosophy of John Dewey, a leading name in American pragmatism, and Jürgen Habermas, the main representative of the "second generation" of the Frankfurt School. In opposition to the Brazilian authoritarian past, the Federal Constitution of 1988 establishes a democratic rule of law, which is supported by a powerful human rights system and has education as a fundamental instrument for its consolidation. The theoretical references, in dialogue, allow an enriched constitutional project's interpretation, within the tradition of modernity critically revisited. The democracy and the education are discussed under the discursive standpoint. Democracy stands as a rational-communicative and moral experience of self-determination. Herein, the civil society performs, in the public sphere, the discursive formation of opinion and will and the shared solutions to its common problems. It prevails over the political system performance and directs it. Democracy is the place where the modern emancipatory project occurs. It brings the idea of autonomy, intersubjectively grasped, in the medium of agreement oriented language. Therefore, the education for democracy discursively conceived is indistinguishable from the personality's full development education. It can be explained as an educative experience based on the following of guidelines: dialogical education; cognitive and moral development, based on reflective thinking's exercise and cognitive apparatus creative reconstruction, by means of problems solution in the course of the experience; the pedagogically-oriented education, highlighting the educator's role being inversely proportional to the student's growth; interdisciplinary dialogue; and the civil society's participation, distinguished for the State, without being assimilated by the economy. In this way, in the dialogic socialization, it is possible to glimpse the individuality's formation towards the autonomous moral conscience stage (post-conventional), where the person can achieve a communicative competence and disposition to the practical discourse, which marks the social democratic experience.