Gadamer : hermenêutica filosófica e educação

Abstract

This study makes a contemplation on the possibilities of philosophical hermeneutics fundaments for educational field based on a bibliographic review. Initially, it investigates the historicity of hermeneutics, from the Greek mythology up to contemporaneous conceptions, reverencing the contributions of four important thinkers of modern hermeneutics, namely: Schleiermacher, Dilthey, Heidegger e Gadamer. In order to lead the study and investigate the relation of hermeneutics to science, pointing out the beginning, the predominance and crisis of scientific thought with iluminism and positivism, it is taken Gadamer´s work Truth and method. Then, some of the new concepts of science in contemporaneousness are analyzed and in a brief description, shows main discussions and criticisms to Gadamer´s philosophical hermeneutics and his masterpiece after being published in 1960. For this purpose, authors like Betti, Habermas, Ricoeur, Vattimo, Rorty e Derrida are considered as thinkers who followed Gadamer and dealt with hermeneutical issues. The details of the work Truth and method are developed, taking as basis its three great divisions. After a brief analysis of the art thematic, this study aims at investigating the sciences of the spirit and the issue of language, recognizing the three divisions reveal truth experiences which are out of the methodological patterns of the positivist science. In this sense, it identifies language as one of the basis of Gadamer´s philosophical hermeneutics, which may contribute to the contemplations on educational field, principally through its dialogue category. It also reveals that the human being is more and more incapable to dialogue and points out the difficulties that thinking in contemporaneous world imposes to men so that dialogue produces its effects, mainly on educational field, in the relation teacher-student. With this, the adoption of an ethical posture is seen, both by the teacher and the student, so that they may reach a level of dialogue, named by Gadamer as live dialogue . This level of dialogue suscitates the metaphor of horizon fusion , pointing to fundaments which may enrich educational practices, opposing to fundaments dictated by the methodological rigour of positivist science and, even, based on beliefs of common sense