Abstract

GOMES, Luiz Roberto. Hermenêutica objetiva e pesquisa empírica em educação: a experiência com os estudos de sala de aula em Frankfurt am Main. Rev. Elet. Educ. [online]. 2017, vol.11, n.2, pp.351-367. ISSN 1982-7199.  https://doi.org/10.14244/198271992154.

Among the several perspectives of research on education, Objective Hermeneutics stands out today, in Germany, as one of the most widespread and acknowledged approaches in qualitative sociological research. The internship at the School of Education Sciences - Institute of High-School Teacher Education - in the Johann Wolfgang Goethe University in Frankfurt am Main was one of the outcomes from the academic interchange conducted by the two research groups, “Critical Theory and Education” (UFSCar - Brazil) and “Pedagogical Reconstruction of Teaching “ (University of Frankfurt - Germany). Based on the concepts that provide the basis of the pedagogical process (education, instruction, and formation), and based on the formulation of a pedagogical theory supported empirically, utilized with the theoretical/epistemological reference provided by the Objective Hermeneutics, this paper deals with the current situation of the political formation in the German public schools. The results highlight three general aspects: 1) The analyses of the methodology used by the Objective Hermeneutics point to the relevance of this kind of investigation in Education, if the purpose is to bespeak the immanent aspects of the pedagogical process; 2) The recent reforms in the German educational policy indicate the process of instrumentation of teaching and the impoverishment of formation in the sociopolitical dimension; 3) The empirical reconstruction of the classes on politics in the German public schools makes it evident the superficiality of knowledge, the pedagogical authoritarianism, the pseudo-democratic pedagogical practices; in addition to the instrumentation and judicialization of politics, as a topic to be taught.

Keywords : Critical theory; Objective hermeneutics; Political formation; Empirically-based pedagogical theory..

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