Hermenêutica filosófica e subjetivação: a consciência da experiência hermenêutica enquanto construção de si

Abstract

The following piece of work investigates aspects of Gadamer’s philosophical hermeneutics, rellying behind the hypothesis that such hermeneutics, far from being the detention and application of the truth, is above all anthropology arising from the relation of subject, temporality and historicity. Such relation represents the human existential condition that is presented as interpretative horizon, allowing the humans to find themselves in the world at the same time in which they live in it, in order to build their projects as beings tagged by historicity and language. The investigation is guided by bibliographic research, taking Hans-Georg Gadamer’s text Truth and Method as basic reference, and also some secondary literature commentators such as Hans-Georg Flickinger. The hypothesis above announced was investigated in three chapters. The first describes the philosophical origins of Gadamarian’s hermeneutics, presenting its historical nature against the idea of methodological application of positive Science and against the idea of truth for method result. The hermeneutics presented as a general field for human sciences, Geisteswissenschaften, in which the goal is historical. The second chapter approaches the experience as a linguistic experience of the senses, inducting the idea of subject’s existential condition, in which the situation is to always be at certain interpretative horizon and because of that, the truth that arises from is always temporal and historical truth. The third chapter adresses the educational implications that come from human experiences understood as Hermeneutic Experience, supporting the anthropological hypothesis, now taken to an eminently pedagogical context. Arriving at the main result of the research, the idea that if the Hermeneutic Experience is language happening by the lived dialogue between human beings, which form the educational point of view means a dialog lived between educator and pupil, the exercise geared for improvement of human capacity to question becomes crucial for the human experience be able to take place as educational experience.