Hermenêutica filosófica, educação e decolonialidade: uma fusão de horizontes

Abstract

This dissertation investigates the intersection between Hans-Georg Gadamer's philosophical hermeneutics and decolonial education, aiming to understand how this integration can contribute to a more inclusive and emancipatory education. The central objective is to explore the potential of Gadamerian hermeneutics to promote an educational approach that values cultural and epistemological diversity, countering the technicist and Eurocentric rationality predominantly present in contemporary educational systems. The research, theoretical and bibliographical in nature, is

structured into four chapters. The first chapter examines education as a hermeneutic- philosophical experience, drawing on Gadamer's concepts of understanding, tradition,

and the fusion of horizons. The second chapter investigates the consequences of modern rationality on the formative process, relating them to the colonial structures that decolonial education seeks to dismantle. The third chapter proposes a hermeneutics of education from a decolonial perspective, articulating Gadamerian concepts with the propositions of decolonial authors such as Walter Mignolo and Catherine Walsh. The fourth chapter explores the practical application of this integrated approach in concrete educational contexts. The theoretical framework for philosophical hermeneutics is primarily based on Gadamer's works, such as "Truth and Method," complemented by interpretations from scholars like Jean Grondin and Richard Palmer. For decolonial education, the research draws on authors like Aníbal Quijano, Boaventura de Sousa Santos, and Paulo Freire, among others. The adopted methodology is qualitative, with an emphasis on interpretive analysis and the construction of theoretical dialogues between the fields of hermeneutics and decoloniality. The research conducts a critical and dialogical reading of fundamental works, seeking to establish connections and propose innovative properties. The results indicate that integrating Gadamerian hermeneutics with the decolonial perspective offers significant potential to enhance educational practices, promoting a more dialogical, reflective, and culturally sensitive education. The dissertation concludes that this integrated approach can contribute to building a pedagogy that not only educates but also emancipates, valuing the plurality of knowledge and the richness of cultural traditions in the formation of a more just and equitable society.