Orientação educacional, diálogo e formação : contribuições da hermenêutica filosófica de Hans-Georg Gadamer

Abstract

This dissertation addresses the relevance of dialogue in Educational Guidance, understanding it as an important element in the formative process of the subjects involved in the school context. The research from which this dissertation originates set out to investigate the implications of the hermeneutic conception of dialogue for the practice of the Educational Guidance professional, here understood from a dialogical perspective, with emphasis on promoting formative experiences that value listening, openness, and the shared construction of meaning. To achieve this objective, the methodological approach adopted was theoretical-conceptual, based on studies and written works by Gadamer (2015, 2011) to understand the conception of hermeneutic dialogue. Grinspun (2011) appears secondarily, as she provides support for the analysis of the concept of Educational Guidance and the role of the educational counselor. In order to articulate both thematic axes within the field of education, the theoretical contributions of Carbonara (2013), Dalbosco (2006), Flickinger (2014), and Hermann (2002) are also mobilized, whose reflections broaden the debate on formation, experience, and language. The main reflections developed throughout the study converge toward the conception of Educational Guidance as a privileged space for dialogical formation, in which the counselor acts not only as a mediator but as a participant in the educational process in its ethical, political, and formative dimensions. Dialogue, understood in its living, experiential, and transformative dimension, is revealed as a practice that fosters more humane educational processes, in which the singularity of subjects is respected, mutual listening is cultivated, and education is configured as a continuous movement of openness, understanding, and formation. Based on the research conducted, Educational Guidance is assumed with emphasis on its formative and dialogical character, committed to the construction of meaning in the encounter with the other, grounded in philosophical hermeneutics. [resumo fornecido pelo autor]