The normativity of language in educational activity: a hermeneutic reading
Elaborated in the phenomenological-reconstructive method, especially as it is understood in postmodernity, this article analyzes the interpretive-epistemic possibilities present in the debate proposed by Hans-Georg Gadamer about language. From the dialogue with the Gadamerian hermeneutics, the text...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2018 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Campinas (UNICAMP) |
| Repository: | Pro-Posições (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8656440 |
| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656440 |
| Access Level: | Open access |
| Keyword: | Education Language Hermeneutics Educação Linguagem Hermenêutica |
| Summary: | Elaborated in the phenomenological-reconstructive method, especially as it is understood in postmodernity, this article analyzes the interpretive-epistemic possibilities present in the debate proposed by Hans-Georg Gadamer about language. From the dialogue with the Gadamerian hermeneutics, the text problematizes the possibility of instituting meaning to the educational practices according to the philosophical assumptions of language. In this vein, the article proposes that educational processes are not purely cerebral, but rather a great and complex hermeneutic process in which language has a life of its own. With this in mind, the present study understands that it is in language that the world shows itself and it is also in language that the essence of education is revealed. |
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