<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100282</article-id>
<article-id pub-id-type="doi">10.5902/1984644484748</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diálogo e experiência formativa, na perspectiva da hermenêutica filosófica]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogue and formative experience, in the perspective of philosophical hermeneutics.]]></article-title>
<article-title xml:lang="es"><![CDATA[Diálogo y experiencia formativa, en la perspectiva de la hermenéutica filosófica.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[Claudio Damião]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muhl]]></surname>
<given-names><![CDATA[Eldon Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100282&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ Este artigo visa refletir sobre a efetividade pedagógica de uma práxis hermenêutica, tomando como referência a Hermenêutica Filosófica do filósofo alemão Hans-Georg Gadamer, no enfrentamento ao problema do enfraquecimento da ação dialógica na educação atual. A crescente incapacidade para o diálogo está levando a sociedade contemporânea a uma espécie de monólogo ou a um diálogo disfarçado que não cumpre as exigências do diálogo vivo, contribuindo para a desconstrução das interações humanas, dos valores sociais e do empobrecimento da experiência formativa dos indivíduos. Influenciada fortemente por uma tendência que privilegia a ação técnico-instrumental em detrimento da racionalidade dialógica, a educação atual tem interferido negativamente na formação das relações humanas, gerando o aumento da incapacidade para o desenvolvimento do &#8220;diálogo vivo&#8221; e da compreensão entre os indivíduos. Em confronto com essa tendência instrumentalizadora da racionalidade, contrapomos e defendemos a efetividade pedagógica de uma práxis hermenêutica que toma como princípio orientador o diálogo enquanto experiência formativa. A conclusão aponta que uma formação integral do ser humano exige, além do desenvolvimento da formação técnica, a formação para o diálogo e um exercício hermenêutico constante na educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper aims to discuss the pedagogical effectiveness of a hermeneutic praxis, taking as reference the Philosophical Hermeneutics of the German philosopher Hans-Georg Gadamer, in facing the problem of the weakening of dialogical action in present-day education. The growing inability to dialogue is leading contemporary society to a kind of monologue or a disguised dialogue that does not meet the requirements of a living dialogue, contributing to the deconstruction of human interactions, of social values, and the impoverishment of the formative experience of individuals. Strongly influenced by a tendency that privileges technical-instrumental action over dialogical rationality, present-day education has negatively interfered in the formation of human relations, generating an increasing inability to develop a "lively dialogue" and understanding between individuals. In confrontation with this instrumentalizing tendency of rationality, we counterpose and defend the pedagogical effectiveness of a hermeneutic praxis that takes dialogue while formative experience as its guiding principle. The conclusion points out that an integral formation of the human being demands, besides the development of technical education, the formation towards dialog and a constant hermeneutic exercise in education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo pretende reflexionar sobre la eficacia pedagógica de una praxis hermenéutica, tomando como referencia la Hermenéutica Filosófica del filósofo alemán Hans-Georg Gadamer, para afrontar el problema del debilitamiento de la acción dialógica en la educación en la actualidad. La creciente incapacidad para dialogar está llevando a la sociedad contemporánea a una especie de monólogo o de diálogo disfrazado que no cumple las exigencias del diálogo vivo, contribuyendo a la deconstrucción de las interacciones humanas, de los valores sociales y al empobrecimiento de la experiencia formativa de los individuos. Influenciada fuertemente por una tendencia que privilegia la acción técnico-instrumental sobre la racionalidad dialógica, la educación actual ha interferido negativamente en la formación de las relaciones humanas, generando una mayor incapacidad para desarrollar el "diálogo vivo" y la comprensión entre los individuos. Frente a esta tendencia instrumentalizadora de la racionalidad, contraponemos y defendemos la eficacia pedagógica de una praxis hermenéutica que toma como principio rector el diálogo como experiencia formativa. La conclusión señala que una formación integral del ser humano exige, además del desarrollo de la formación técnica, la formación para el diálogo y un constante ejercicio hermenéutico en la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Hermenêutica]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Hermeneutics]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Diálogo]]></kwd>
<kwd lng="es"><![CDATA[Hermenéutica;]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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