<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100119</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.e020026</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Tecnologias da Informação e Comunicação em educação e a racionalidade hermenêutica]]></article-title>
<article-title xml:lang="en"><![CDATA[Information and Communication Technologies in education and the hermeneutic rationality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palhano]]></surname>
<given-names><![CDATA[Tânia Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Jório Mágno Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Campinas Universidade Federal da Paraíba Centro de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal da Paraíba Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo procura refletir como elementos das tecnologias da informação e comunicação na educação se localizam na epistemologia hermenêutica. Essa realidade acaba gerando um enorme desafio à educação no sentido de encontrar &#8220;razões&#8221; que justifiquem, não só metodologias, mas o seu sentido de ser no mundo conectado. Partindo da &#8220;compreensão&#8221; como modo de ser do indivíduo humano (Heidegger) e, consequentemente, lócus apropriado para a reflexão e o fazer pedagógico (Gadamer) pretende-se apresentar uma abordagem viável da TIC no processo educativo a partir da epistemologia hermenêutica. O trabalho pretende apresentar a racionalidade hermenêutica como uma epistemologia totalmente viável para promover a compreensão teórica-conceitual da utilização das novas tecnologias da comunicação e informação no âmbito dos processos educativos contemporâneos, para tanto se ancora nas noções de compreensão (Heidegger) e de linguagem (Gadamer), bem como nas noções de ciberespaço e hipertexto (Levy). Resultado de uma pesquisa bibliográfica nos autores já mencionados, bem como seus comentadores, na primeira parte procura apresentar a hermenêutica como alternativa epistemológica em face da crise da razão metafísica e científica, e na segunda parte, busca-se apresentar a relação entre as novas tecnologias da informação e comunicação e a racionalidade hermenêutica. Ao romper com a racionalidade técnico-científica da modernidade, compreende a hermenêutica como um paradigma epistemológico viável com vista à compreensão das tecnologias da informação e comunicação na educação, uma vez que, em função de tais tecnologias, a capacidade do homem contemporâneo de refletir e dizer a realidade requer bases teóricas e metodológicas que preservem as dimensões históricas e culturais nas quais o homem contemporâneo está inserido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article&#8217;s aim is to reflect on how elements of information and communication technologies (ICT) in education are placed within hermeneutic epistemology. Such reality ends up generating a huge challenge to education, as to find reasons to justify, not only methodologies, but its sense of being in the connected world, as well. Starting from the &#8220;understanding&#8221; as a way of being of the human beings (Heidegger) and, consequently, as an appropriate locus for reflection and pedagogical practice (Gadamer), we intend to introduce a viable approach of ICT in the educational process, from the hermeneutic epistemology viewpoint. We also intend to introduce hermeneutic rationality as a totally viable epistemology in order to promote the theoretical-conceptual understanding of the use of new technologies of communication and information in the realm of contemporary educational processes. With this view, it is based on the notions of understanding (Heidegger), as well as of language (Gadamer), in addition to the notions of cyberspace and hypertext (Levy). It is the result of bibliographic research on the authors already mentioned, as well as their commentators; in the first part, we present hermeneutics as an epistemological alternative, due to the crisis in the scientific and metaphysic reason; in the second part, we try to present the relationship between the new Technologies of information and communication, and hermeneutic rationality. By breaking with modern technical-scientific rationality, we understand hermeneutics as a viable epistemological paradigm, towards the understanding of ICTs in education as, due to such technologies, contemporary man&#8217;s capacity to reflect and say the truth, requires both theoretical and methodological bases that preserve historical and cultural dimensions in which he is inserted.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Hermenêutica]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Hermeneutics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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