O desenvolvimento do pensar crítico e o diálogo vivo : possibilidades de uma pedagogia hermenêutica

• Ano de defesa: 2023
• Autor(a) principal: Blanco, Enrique Sérgio
• Orientador(a): Santos, Bettina Steren dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Pedagogia hermenêutica; Hermenêutica filosófica; Diálogo vivo; Pensar crítico
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/10688

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.