A formação docente na perspectiva comunicativa da hermenêutica

• Autor(a) principal: Bohrer, Jacimira Höher
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/6940
• topic: Formação docente; Diálogo; Hermenêutica; Teacher training; Speech; Hermeneutics; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work presents as purpose to investigate the presence of the dialogue in the teacher's formative process and in their educational existences, to analyze and to reflect the importance of the dialogue in a perspective of the hermeneutics for the educational professional's constitution, as well as for the development of their cognitive and social abilities. The investigation was accomplished by an interpretative, reflexive and understanding approach of the hermeneutics, presenting in the first moment a historical view of the hermeneutics, the origin and a brief exhibition of the thought of some of the thinkers that more stood out in the hermeneutics studies. Being used of the critical theory Jürgen Habermas, it presents in the second moment an appreciation regarding the instrumental rationality that crosses the education, influencing in the educational formation and in that professional's epistemic constitution. In the purpose of promoting a better understanding of this professional, it was presented an brief view of the educational formation here in the contemporaneity and of that professional's constitution, accomplishing, in the sequence, a reflection regarding the potential and reflexive speech of the hermeneutics, it capacity in promoting new interpretations and new understandings of the world in which we are inserted. In the intention of link the theoretical contributions of the research and the teachers' existences that participated in the interviews, the work is concluded with the approaches between both the objective of raising new reflections and new hypotheses to think the educational formation in a hermeneutics and dialogical perspective of doing education.