O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | https://tede2.pucrs.br/tede2/handle/tede/10688 |
Resumo: | This thesis starts from the possibility of developing a dialogic relationship between educator and student mediated by problematization - a possible experience of teaching and learning contextualized in the classroom through the practice of lively dialogue. Thus, I seek to establish a pedagogical praxis based on the philosophical hermeneutics of Hans-Georg Gadamer, specifically, with regard to the practice of question-and-answer dialogue in the classroom, as a way of contributing to the development of critical thinking, with a view to contextualization of students' personal experiences from the perspective of problematization. Therefore, I try to understand: What does it mean to think critically? How is it possible to develop critical thinking in the classroom? Can the development of critical thinking contribute to people's ethical deliberations? These questions constitute the basis of this Doctoral research and will be answered from the analysis of my teaching practice carried out in an educational institution, during the Supervised Internships in Philosophy Teaching, of the Degree in Philosophy at PUC-RS. This course was the object of planning, application, reflection and replanning actions noted in the Internships in Philosophy Teaching Reports. In the reports, there is information about what happened before, during and after classes, accompanied by my reflections on the teaching and learning processes and direct reports of students and their participation. The methodology of this thesis has an exploratory approach based on philosophical hermeneutics of Hans-Georg Gadamer, specifically, on the hermeneutic circle, as a structure of understanding and interpretation. I develop a hermeneutic understanding in relation to Supervised Internship period, analyzing the paths taken by myself and by the students, with our testimonies and reflections on the processes that took place in the classroom. This hermeneutic understanding aims to develop some possibilities of teaching action in the classroom, based on the dialogue of questions and answers, as proposed by Hans-Georg Gadamer's philosophical hermeneutics and by Hans-Georg Flickinger's hermeneutic pedagogy. This process will be developed in three moments, through the research of the structure of the hermeneutic circle: i) I clarify my hermeneutical situation, starting from my pre-structure of understanding it, and I try to understand what it means to think critically, starting from the understanding of the lively dialogue of questions and answers.; ii) I analyze the classroom practices that took place in the period of the Supervised Internship, based on philosophical hermeneutics, through the records, testimonies and studies of the students and my plans and studies carried out before, during and after the meetings. I investigate whether these practices can be related to the proposal of a hermeneutic pedagogy established by Hans-Georg Flickinger, as a possibility for the development of critical thinking in the classroom; iii) I propose some possibilities of teaching action in the classroom, based on the dialogue of questions and answers, as a possibility for the development of critical thinking to help students understand the ethical implications arising from the reassessment of their values, personal beliefs, prejudices and preconcepts. |
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Santos, Bettina Steren doshttp://lattes.cnpq.br/3740903204981170http://lattes.cnpq.br/2500875445504616Blanco, Enrique Sérgio2023-03-30T13:59:15Z2023-02-28https://tede2.pucrs.br/tede2/handle/tede/10688This thesis starts from the possibility of developing a dialogic relationship between educator and student mediated by problematization - a possible experience of teaching and learning contextualized in the classroom through the practice of lively dialogue. Thus, I seek to establish a pedagogical praxis based on the philosophical hermeneutics of Hans-Georg Gadamer, specifically, with regard to the practice of question-and-answer dialogue in the classroom, as a way of contributing to the development of critical thinking, with a view to contextualization of students' personal experiences from the perspective of problematization. Therefore, I try to understand: What does it mean to think critically? How is it possible to develop critical thinking in the classroom? Can the development of critical thinking contribute to people's ethical deliberations? These questions constitute the basis of this Doctoral research and will be answered from the analysis of my teaching practice carried out in an educational institution, during the Supervised Internships in Philosophy Teaching, of the Degree in Philosophy at PUC-RS. This course was the object of planning, application, reflection and replanning actions noted in the Internships in Philosophy Teaching Reports. In the reports, there is information about what happened before, during and after classes, accompanied by my reflections on the teaching and learning processes and direct reports of students and their participation. The methodology of this thesis has an exploratory approach based on philosophical hermeneutics of Hans-Georg Gadamer, specifically, on the hermeneutic circle, as a structure of understanding and interpretation. I develop a hermeneutic understanding in relation to Supervised Internship period, analyzing the paths taken by myself and by the students, with our testimonies and reflections on the processes that took place in the classroom. This hermeneutic understanding aims to develop some possibilities of teaching action in the classroom, based on the dialogue of questions and answers, as proposed by Hans-Georg Gadamer's philosophical hermeneutics and by Hans-Georg Flickinger's hermeneutic pedagogy. This process will be developed in three moments, through the research of the structure of the hermeneutic circle: i) I clarify my hermeneutical situation, starting from my pre-structure of understanding it, and I try to understand what it means to think critically, starting from the understanding of the lively dialogue of questions and answers.; ii) I analyze the classroom practices that took place in the period of the Supervised Internship, based on philosophical hermeneutics, through the records, testimonies and studies of the students and my plans and studies carried out before, during and after the meetings. I investigate whether these practices can be related to the proposal of a hermeneutic pedagogy established by Hans-Georg Flickinger, as a possibility for the development of critical thinking in the classroom; iii) I propose some possibilities of teaching action in the classroom, based on the dialogue of questions and answers, as a possibility for the development of critical thinking to help students understand the ethical implications arising from the reassessment of their values, personal beliefs, prejudices and preconcepts.Esta tese parte da possibilidade de construir uma relação dialógica entre educador e educando mediada pela problematização – uma experiência possível de ensino e de aprendizagem contextualizada em sala de aula pela prática do diálogo vivo. Busco, assim, estabelecer uma práxis pedagógica a partir da hermenêutica filosófica de Hans-Georg Gadamer, especificamente no que diz respeito à prática do jogo dialógico de perguntas e respostas em sala de aula, como forma de contribuir para o desenvolvimento do pensar crítico dos estudantes, tendo em vista a contextualização de suas próprias vivências pessoais sob a ótica da problematização. Para tanto, busco compreender: o que significa pensar criticamente? Como é possível desenvolver o pensar crítico em sala de aula? O desenvolvimento do pensar crítico pode contribuir para deliberações e decisões éticas por parte dos sujeitos? Tais questionamentos representam a base desta pesquisa e são respondidos a partir da análise de minha prática docente efetivada em uma instituição de ensino, durante os Estágios Supervisionados no Ensino de Filosofia, do Curso de Licenciatura em Filosofia na Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Este percurso está registrado nos Relatórios dos Estágios no Ensino de Filosofia, com as descrições textuais dos acontecimentos ocorridos antes, durante e após as aulas, acompanhadas de minhas reflexões sobre os processos de ensino e de aprendizagem e dos relatos diretos dos estudantes e de suas participações. Desse modo, a metodologia desta tese tem uma abordagem exploratória baseada na hermenêutica filosófica de Hans-Georg Gadamer, especificamente, no círculo hermenêutico, como estrutura de compreensão e interpretação. Desenvolvo uma compreensão hermenêutica em relação ao que foi experienciado durante o período da Licenciatura em Filosofia, analisando os caminhos percorridos por mim e pelos estudantes, com nossos depoimentos e reflexões acerca dos processos de sala de aula, registrados nos Relatórios dos Estágios Supervisionados. Essa compreensão permitiu-me elaborar possíveis linhas de atuação docente em sala de aula, baseadas no diálogo de perguntas e respostas, como propõe a hermenêutica filosófica da Hans-Georg Gadamer e a pedagogia hermenêutica de Hans-Georg Flickinger. O processo de desenvolvimento desta tese está elaborado em três momentos, por meio da estrutura do círculo hermenêutico: i) Esclareço minha situação hermenêutica, a partir de minha pré-estrutura de compreensão acerca desta pesquisa e busco compreender o que significa pensar criticamente, tendo por base a prática do diálogo vivo de perguntas e respostas; ii) Analiso as práticas em sala de aula ocorridas no período dos Estágios Supervisionados em Filosofia, à luz da hermenêutica filosófica, por meio dos registros, depoimentos e reflexões dos estudantes e de minhas reflexões e planejamentos ocorridos antes, durante e após os encontros. Investigo se essas práticas podem estar relacionadas à proposta de uma pedagogia hermenêutica como possibilidade de desenvolvimento do pensar crítico em sala de aula; iii) Proponho possíveis linhas de atuação docente em sala de aula, baseadas no jogo do diálogo vivo de perguntas e respostas, como possibilidade de desenvolvimento do pensar crítico como forma de contribuir para que os estudantes possam compreender as implicações éticas práticas decorrentes da reelaboração de seus valores, crenças pessoais, pré-conceitos e pré-juízos.Submitted by PPG Educação (educacao-pg@pucrs.br) on 2023-03-28T17:35:23Z No. of bitstreams: 1 Enrique_Blanco_Tese.pdf: 1378539 bytes, checksum: adfe1ebe2e6dbe2c00b053be534856ca (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2023-03-30T13:47:05Z (GMT) No. of bitstreams: 1 Enrique_Blanco_Tese.pdf: 1378539 bytes, checksum: adfe1ebe2e6dbe2c00b053be534856ca (MD5)Made available in DSpace on 2023-03-30T13:59:15Z (GMT). No. of bitstreams: 1 Enrique_Blanco_Tese.pdf: 1378539 bytes, checksum: adfe1ebe2e6dbe2c00b053be534856ca (MD5) Previous issue date: 2023-02-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttps://tede2.pucrs.br/tede2/retrieve/186912/Enrique_Blanco_Tese.pdf.jpghttps://tede2.pucrs.br/tede2/retrieve/186970/TES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesPedagogia hermenêuticaHermenêutica filosóficaDiálogo vivoPensar críticoCIENCIAS HUMANAS::EDUCACAOO desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêuticainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação835114043944023484500500500600-6557531471218110192-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSORIGINALTES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdfTES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdfapplication/pdf1467177https://tede2.pucrs.br/tede2/bitstream/tede/10688/5/TES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdfad8a9ea59c7de01bd5144888665ffecaMD55THUMBNAILEnrique_Blanco_Tese.pdf.jpgEnrique_Blanco_Tese.pdf.jpgimage/jpeg5429https://tede2.pucrs.br/tede2/bitstream/tede/10688/4/Enrique_Blanco_Tese.pdf.jpg19a198b201660384ca6ed1865800e5c6MD54TES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.jpgTES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.jpgimage/jpeg5429https://tede2.pucrs.br/tede2/bitstream/tede/10688/7/TES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.jpg19a198b201660384ca6ed1865800e5c6MD57TEXTEnrique_Blanco_Tese.pdf.txtEnrique_Blanco_Tese.pdf.txttext/plain530097https://tede2.pucrs.br/tede2/bitstream/tede/10688/3/Enrique_Blanco_Tese.pdf.txt43888fc49d966bbb344c18ccd689c059MD53TES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.txtTES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.txttext/plain530454https://tede2.pucrs.br/tede2/bitstream/tede/10688/6/TES_ENRIQUE_SERGIO_BLANCO_COMPLETO.pdf.txt5535c2bfcd3be43a6957d07db2ce7ba5MD56LICENSElicense.txtlicense.txttext/plain; charset=utf-8590https://tede2.pucrs.br/tede2/bitstream/tede/10688/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/106882023-04-05 12:00:18.982oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2023-04-05T15:00:18Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
title |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
spellingShingle |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica Blanco, Enrique Sérgio Pedagogia hermenêutica Hermenêutica filosófica Diálogo vivo Pensar crítico CIENCIAS HUMANAS::EDUCACAO |
title_short |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
title_full |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
title_fullStr |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
title_full_unstemmed |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
title_sort |
O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica |
author |
Blanco, Enrique Sérgio |
author_facet |
Blanco, Enrique Sérgio |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Bettina Steren dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3740903204981170 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2500875445504616 |
dc.contributor.author.fl_str_mv |
Blanco, Enrique Sérgio |
contributor_str_mv |
Santos, Bettina Steren dos |
dc.subject.por.fl_str_mv |
Pedagogia hermenêutica Hermenêutica filosófica Diálogo vivo Pensar crítico |
topic |
Pedagogia hermenêutica Hermenêutica filosófica Diálogo vivo Pensar crítico CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis starts from the possibility of developing a dialogic relationship between educator and student mediated by problematization - a possible experience of teaching and learning contextualized in the classroom through the practice of lively dialogue. Thus, I seek to establish a pedagogical praxis based on the philosophical hermeneutics of Hans-Georg Gadamer, specifically, with regard to the practice of question-and-answer dialogue in the classroom, as a way of contributing to the development of critical thinking, with a view to contextualization of students' personal experiences from the perspective of problematization. Therefore, I try to understand: What does it mean to think critically? How is it possible to develop critical thinking in the classroom? Can the development of critical thinking contribute to people's ethical deliberations? These questions constitute the basis of this Doctoral research and will be answered from the analysis of my teaching practice carried out in an educational institution, during the Supervised Internships in Philosophy Teaching, of the Degree in Philosophy at PUC-RS. This course was the object of planning, application, reflection and replanning actions noted in the Internships in Philosophy Teaching Reports. In the reports, there is information about what happened before, during and after classes, accompanied by my reflections on the teaching and learning processes and direct reports of students and their participation. The methodology of this thesis has an exploratory approach based on philosophical hermeneutics of Hans-Georg Gadamer, specifically, on the hermeneutic circle, as a structure of understanding and interpretation. I develop a hermeneutic understanding in relation to Supervised Internship period, analyzing the paths taken by myself and by the students, with our testimonies and reflections on the processes that took place in the classroom. This hermeneutic understanding aims to develop some possibilities of teaching action in the classroom, based on the dialogue of questions and answers, as proposed by Hans-Georg Gadamer's philosophical hermeneutics and by Hans-Georg Flickinger's hermeneutic pedagogy. This process will be developed in three moments, through the research of the structure of the hermeneutic circle: i) I clarify my hermeneutical situation, starting from my pre-structure of understanding it, and I try to understand what it means to think critically, starting from the understanding of the lively dialogue of questions and answers.; ii) I analyze the classroom practices that took place in the period of the Supervised Internship, based on philosophical hermeneutics, through the records, testimonies and studies of the students and my plans and studies carried out before, during and after the meetings. I investigate whether these practices can be related to the proposal of a hermeneutic pedagogy established by Hans-Georg Flickinger, as a possibility for the development of critical thinking in the classroom; iii) I propose some possibilities of teaching action in the classroom, based on the dialogue of questions and answers, as a possibility for the development of critical thinking to help students understand the ethical implications arising from the reassessment of their values, personal beliefs, prejudices and preconcepts. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-03-30T13:59:15Z |
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2023-02-28 |
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