Potentialities of Gadamer’s philosophical hermeneutics for teacher pedagogical formation
DOI:
https://doi.org/10.21527/2179-1309.2023.120.12593Keywords:
Genuine dialogue. Teacher formation. Fusion of horizons. Language.Abstract
This article aims to reflect on the contributions of Gadamerian philosophical hermeneutics for teacher pedagogical formation. For this, initially, we produce a program of studies on classical hermeneutics (SCHLEIERMACHER, 2005; DILTHEY, 1989, 1999) and, later, on the Gadamerian philosophical hermeneutics (GADAMER, 2002, 2008), with the support of contemporary theoretical contributions, notably Palmer (1999), Hermann and Berticelli (2004). In this course, we seek to produce a dialogue between hermeneutic concepts, especially of a Gadamerian nature, and the theme of teacher education. We understand that the potential of this framework allows us to consider language, genuine dialogue and the fusion of horizons as promising references to think about proposals that go beyond the instrumental and technical vision of knowledge and teacher education.
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