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Hermeneutics, teaching of humanities and teaching activities

Detalhes bibliográficos
Autor(a) principal: Ausani, Paulo César
Data de Publicação: 2019
Outros Autores: Alves, Marcos Alexandre
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/1434
Resumo: This article analyse, from the hermeneutic approach, the practice and the teaching performance, as a stimulus for the critical-reflexive thought focused on the teaching-learning process and the world of the student's life. Initially, we present the contributions of Schleiermacher, who established the basis for the foundation of hermeneutics as a universal methodology and applicable to all areas of knowledge; and Dilthey who sought to give a new methodological meaning to hermeneutics, which is more directed towards the promotion and development of humanities research. In the sequence, it is exposed the Gadamer thought that proposed a hermeneutic of the dialogical experience and shows the potential of the hermeneutic dialogue in the practice and teaching action. In this perspective, it is argued that dialogue, in the perspective of philosophical hermeneutics, in the humanities area, stimulates autonomy, critical-reflexive thinking and responsible student performance. Finally, the intention of the study is to show the philosophical / pedagogical potential of the dialogue (question / answer) that is realized and opens new possibilities of teaching, learning and ethical understanding of the other.
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spelling Hermeneutics, teaching of humanities and teaching activitiesHermenéutica, enseñanza de humanidades y actividades de enseñanzaHermenêutica, ensino de humanidades e atuação docentediálogo hermenéuticoenseñanza-aprendizajepráctica docente.diálogo hermenêuticoensino-aprendizagemprática docente.hermeneutic dialogueteaching-learningteaching practice.This article analyse, from the hermeneutic approach, the practice and the teaching performance, as a stimulus for the critical-reflexive thought focused on the teaching-learning process and the world of the student's life. Initially, we present the contributions of Schleiermacher, who established the basis for the foundation of hermeneutics as a universal methodology and applicable to all areas of knowledge; and Dilthey who sought to give a new methodological meaning to hermeneutics, which is more directed towards the promotion and development of humanities research. In the sequence, it is exposed the Gadamer thought that proposed a hermeneutic of the dialogical experience and shows the potential of the hermeneutic dialogue in the practice and teaching action. In this perspective, it is argued that dialogue, in the perspective of philosophical hermeneutics, in the humanities area, stimulates autonomy, critical-reflexive thinking and responsible student performance. Finally, the intention of the study is to show the philosophical / pedagogical potential of the dialogue (question / answer) that is realized and opens new possibilities of teaching, learning and ethical understanding of the other.Este artículo analiza, desde el enfoque hermenéutico, la práctica y el rendimiento de la enseñanza, como un estímulo para el pensamiento crítico-reflexivo centrado en el proceso de enseñanza-aprendizaje y el mundo de la vida del estudiante. Inicialmente, presentamos las contribuciones de Schleiermacher, quien estableció las bases para la fundación de la hermenéutica como una metodología universal y aplicable a todas las áreas del conocimiento; y Dilthey, que buscó dar un nuevo significado metodológico a la hermenéutica, que está más orientada hacia la promoción y el desarrollo de la investigación en humanidades. En la secuencia, se expone el pensamiento de Gadamer que propuso una hermenéutica de la experiencia dialógica y muestra el potencial del diálogo hermenéutico en la práctica y la acción docente. En esta perspectiva, se argumenta que el diálogo, en la perspectiva de la hermenéutica filosófica, en el área de humanidades, estimula la autonomía, el pensamiento crítico-reflexivo y el desempeño responsable de los estudiantes. Finalmente, la intención del estudio es mostrar el potencial filosófico / pedagógico del diálogo (pregunta / respuesta) que se realiza y abre nuevas posibilidades de enseñanza, aprendizaje y comprensión ética del otro.Este artigo analisa, a partir da abordagem hermenêutica, a prática e a atuação docente, como estímulo para o pensamento crítico-reflexivo voltado ao processo de ensino-aprendizagem e o mundo da vida do estudante. Inicialmente, apresenta-se as contribuições de Schleiermacher, que estabeleceu as bases para a fundamentação da hermenêutica como metodologia universal e aplicável à todas as áreas do conhecimento; e de Dilthey que procurou dar um novo sentido metodológico a hermenêutica, voltada mais para a promoção e o desenvolvimento de pesquisas na área das humanidades. Na sequência, expõe-se o pensamento de Gadamer que propôs uma hermenêutica da experiência dialógica e mostra-se o potencial do diálogo hermenêutico na prática e atuação docente. Nesta perspectiva, sustenta-se que o diálogo, na perspectiva da hermenêutica filosófica, na área das humanidades, estimula a autonomia, o pensamento crítico-reflexivo e a atuação responsável dos estudantes. Enfim, a intenção do estudo é mostrar o potencial filosófico/pedagógico do diálogo (pergunta/resposta) que se realiza e abre novas possibilidades de ensino, aprendizagem e compreensão ética do outro.Research, Society and Development2019-08-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/143410.33448/rsd-v8i11.1434Research, Society and Development; Vol. 8 No. 11; e508111434Research, Society and Development; Vol. 8 Núm. 11; e508111434Research, Society and Development; v. 8 n. 11; e5081114342525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1434/1181Copyright (c) 2019 Paulo César Ausani, Marcos Alexandre Alvesinfo:eu-repo/semantics/openAccessAusani, Paulo CésarAlves, Marcos Alexandre2020-03-25T16:06:49Zoai:ojs.pkp.sfu.ca:article/1434Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:28.293346Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Hermeneutics, teaching of humanities and teaching activities
Hermenéutica, enseñanza de humanidades y actividades de enseñanza
Hermenêutica, ensino de humanidades e atuação docente
title Hermeneutics, teaching of humanities and teaching activities
spellingShingle Hermeneutics, teaching of humanities and teaching activities
Ausani, Paulo César
diálogo hermenéutico
enseñanza-aprendizaje
práctica docente.
diálogo hermenêutico
ensino-aprendizagem
prática docente.
hermeneutic dialogue
teaching-learning
teaching practice.
title_short Hermeneutics, teaching of humanities and teaching activities
title_full Hermeneutics, teaching of humanities and teaching activities
title_fullStr Hermeneutics, teaching of humanities and teaching activities
title_full_unstemmed Hermeneutics, teaching of humanities and teaching activities
title_sort Hermeneutics, teaching of humanities and teaching activities
author Ausani, Paulo César
author_facet Ausani, Paulo César
Alves, Marcos Alexandre
author_role author
author2 Alves, Marcos Alexandre
author2_role author
dc.contributor.author.fl_str_mv Ausani, Paulo César
Alves, Marcos Alexandre
dc.subject.por.fl_str_mv diálogo hermenéutico
enseñanza-aprendizaje
práctica docente.
diálogo hermenêutico
ensino-aprendizagem
prática docente.
hermeneutic dialogue
teaching-learning
teaching practice.
topic diálogo hermenéutico
enseñanza-aprendizaje
práctica docente.
diálogo hermenêutico
ensino-aprendizagem
prática docente.
hermeneutic dialogue
teaching-learning
teaching practice.
description This article analyse, from the hermeneutic approach, the practice and the teaching performance, as a stimulus for the critical-reflexive thought focused on the teaching-learning process and the world of the student's life. Initially, we present the contributions of Schleiermacher, who established the basis for the foundation of hermeneutics as a universal methodology and applicable to all areas of knowledge; and Dilthey who sought to give a new methodological meaning to hermeneutics, which is more directed towards the promotion and development of humanities research. In the sequence, it is exposed the Gadamer thought that proposed a hermeneutic of the dialogical experience and shows the potential of the hermeneutic dialogue in the practice and teaching action. In this perspective, it is argued that dialogue, in the perspective of philosophical hermeneutics, in the humanities area, stimulates autonomy, critical-reflexive thinking and responsible student performance. Finally, the intention of the study is to show the philosophical / pedagogical potential of the dialogue (question / answer) that is realized and opens new possibilities of teaching, learning and ethical understanding of the other.
publishDate 2019
dc.date.none.fl_str_mv 2019-08-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/1434
10.33448/rsd-v8i11.1434
url https://rsdjournal.org/index.php/rsd/article/view/1434
identifier_str_mv 10.33448/rsd-v8i11.1434
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/1434/1181
dc.rights.driver.fl_str_mv Copyright (c) 2019 Paulo César Ausani, Marcos Alexandre Alves
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Paulo César Ausani, Marcos Alexandre Alves
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 8 No. 11; e508111434
Research, Society and Development; Vol. 8 Núm. 11; e508111434
Research, Society and Development; v. 8 n. 11; e508111434
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052733549707264