Philosophical hermeneutics and the formative-educational experience:

contemporary horizons and challenges

Authors

DOI:

https://doi.org/10.4013/fsu.2023.242.06

Keywords:

hermeneutic, education, formation, dialogue, tradition.

Abstract

This article highlights an intersection between hermeneutics and education by assuming as its ground the philosophy of Hans-Georg Gadamer. Its objective is to think, in a purposeful manner, how philosophical hermeneutics can, as “practical knowledge”, contribute for discussing the formative-educational experience in its dialogical and transforming feature. Starting from hermeneutics critique over technical-scientific rationality and its expansion through social life, some conceptual-hermeneutical cores (comprehension, experience, tradition and dialogue), which are relevant for the research on teaching-learning process and the educational phenomenon. The thesis “teaching as teaching oneself” is developed as a dialogical experience with the world, effectual fusion of horizons and in the perspective of rethinking formative and methodological dynamics in educational experiences, properly contextualizedes.

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Author Biography

Almir Ferreira da Silva Junior Ferreira da Silva Junior, Universidade Federal do Maranhão

Universidade Federal do Maranhão, Departamento de Filosofia, Programa de pós-Graduação em Filosofia e do Mestrado Profissional de Filosofia em rede, Bahia, Brasil.

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Published

2023-07-26

How to Cite

FERREIRA DA SILVA JUNIOR, A. F. da. Philosophical hermeneutics and the formative-educational experience:: contemporary horizons and challenges. Filosofia Unisinos / Unisinos Journal of Philosophy, São Leopoldo, v. 24, n. 2, p. 1–16, 2023. DOI: 10.4013/fsu.2023.242.06. Disponível em: https://revistas.unisinos.br/index.php/filosofia/article/view/26483. Acesso em: 29 apr. 2025.

Issue

Vol. 24 No. 2 (2023): Mai-Ago

Section

Dossier

License

Copyright (c) 2023 Almir Ferreira Silva

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