A formação continuada de professores da educação profissionalizante em diálogo com a hermenêutica filosófica

Abstract

The teacher, when carrying out his classroom practice, is based on the technical knowledge arising from his training, and, in addition, he takes with him pre-concepts that influence the decision-making to teach such a subject. This research proposes reflection on the continued training of vocational education teachers, based on Gadamer's hermeneutic approach to the pre-concept and its rehabilitation in the philosophical tradition. When dealing here with preconceptions, following the author's arguments, the text does so by highlighting this prior knowledge as a condition for understanding. It is important to highlight that in every teaching and learning relationship there are situations that go beyond the technical content taught in the classroom. The environment is also taken into consideration, and for this reason, talking about preconceptions in the continuing education of teachers is saying something that is not explicit and, therefore, the unusual is part of the process. The research has its theoretical orientation from the philosophical hermeneutics of Hans- Georg Gadamer, with regard to the concepts of experience, dialogue, deliberation and pre-concept as guiding thoughts in the continued training of teachers and as methodological guidance, reflections made from of the academic experiences of the author of the text in the continuing teacher training days. The research concludes that there is an improvement in the teaching and learning relationship and in the dynamics of continuing teacher training when the teacher's experiences are taken into account. [resumo fornecido pelo autor]