Formative hermeneutics and the art of interpretation: teaching in caring and educating practices

Abstract

The text discusses the idea of Formative Hermeneutics, based on the philosophy of H.G.Gadamer, presenting empirical studies on the teaching experiences regarding the care and psychological distress of students. Some experiences of professors learned in the curricular component “Thematic Core in Life Policies” (NT) were taken, based on the activities of the Working Group (GT) “Living Methodology”, which addresses the quality of the relationships experienced by teachers, as well as the relationship between education and health and its inseparability between caring and educating. Twenty basic education teachers participated in the activities of the WG. As information devices, interviews, questionnaires and two rounds of conversations lived in the school space in search of interpretation about teaching experiences were used. In relation to the analysis, it was decided to articulate the content analysis of the “emerging theme” type and the phenomenological analysis of the hermeneutic circle type. The interpretive horizons were organized into: The tired teacher ‘s worthlessness; The interrupted teaching care and its possibilities of rescue; Phronesis: teaching knowledge and strategies. In this inventive process of itself, the care action involves the relations and practices of dialogue. In this art of interpreting and caring, the educational act itself takes place in the relationship.