<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100656</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349256358</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreensão e aprendizagem: uma abordagem hermenêutica]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding and learning: a hermeneutic approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Back]]></surname>
<given-names><![CDATA[Rainri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</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=S1517-97022023000100656&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100656&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100656&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio propõe-se a pensar a relação e a diferença entre compreensão e aprendizagem. Assim, concentra-se em dois propósitos fundamentais. Primeiro, mostrar como a compreensão precede e prepara a aprendizagem; segundo, observar como a aprendizagem se diferencia da compreensão. Mais especificamente, a aprendizagem exige a habilidade prática para realizar a atividade relacionada à coisa compreendida. Metodologicamente, a exposição segue os princípios fundamentais da hermenêutica filosófica de Hans-Georg Gadamer e da fenomenologia de Martin Heidegger. Enfim, na primeira seção, este ensaio parte do conceito mais amplo, do ponto comum entre compreensão e aprendizagem: a experiência. Então, mostra como a experiência da compreensão e aprendizagem é essencialmente aplicação no sentido apresentado em Verdade e método, de Gadamer. Por fim, conclui-se com a proposição segundo a qual ambas as experiências &#8211; compreensão e aprendizagem &#8211; se fundam em um fenômeno mais abrangente, o jogo. Daí resulta uma conclusão importante: a compreensão e, sobretudo, a aprendizagem não são experiências inofensivas, sem consequências práticas; antes, concernem à maneira como cada ser humano se orienta no mundo. Portanto, as regras do jogo segundo as quais a compreensão e a aprendizagem devem ser experimentadas acabam se apossando do ser mesmo de quem compreende e aprende.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay aims to reflect upon the relationship and the difference between understanding and learning. Thus, it focuses on two fundamental purposes. First, how understanding precedes and prepares for learning; and second, how learning differs from understanding. Specifically, learning requires a practical ability to carry out an activity related to what has been understood. Methodologically, this essay follows the fundamental principles of Hans-Georg Gadamer&#8217;s philosophical hermeneutics and Martin Heidegger&#8217;s phenomenology. In the first section, the essay begins from a broader concept, a common point between understanding and learning: the experience. Then it demonstrates how the experience of understanding and learning is essentially application in the sense presented in Gadamer&#8217;s Truth and method. Finally, it concludes with the proposition that both experiences &#8211; understanding and learning &#8211; are based on a broader phenomenon: the play. This leads to an important conclusion: understanding and, above all, learning are not naive experiences, without practical consequences; rather, they concern the way in which each human being behaves in the world. Therefore, the rules of the play according to which understanding and learning must be experienced end up taking over the very being who understands and learns.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Compreensão]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Aplicação]]></kwd>
<kwd lng="pt"><![CDATA[Jogo]]></kwd>
<kwd lng="en"><![CDATA[Understanding]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Application]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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