Paul Ricoeur's thought contributes to a hermeneutics of our historical-educational condition

Resumo

ALMEIDA, Doris Bittencourt  e  HINTERHOLZ, Marcos Luiz. Paul Ricoeur's thought contributes to a hermeneutics of our historical-educational condition. Cad. Hist. Educ. [online]. 2024, vol.23, e2024-42.  Epub 17-Mar-2025. ISSN 1982-7806.  https://doi.org/10.14393/che-v23-e2024-42.

The article is an essayistic nature, seeks to think about the role of a hermeneutics in our historical-educational condition for the sciences of education and for the subject who thinks about himself. This theorization about the epistemological and existential planes of research and foundational knowledge in the history of education was based on the contributions of the work Memory, History, Forgetting, by Paul Ricoeur (2007). The author convokes us to made it complex, at the phenomenological, epistemic, hermeneutic and existential levels, the recognition of images from the past, referents of the past, which manifest themselves in the present, and with them to produce understandings. The writing of history, and its symbolizing function, allows a society to situate itself by attributing a past in language. Thus, the history of education was thought of as knowledge capable of creating new sensibilities, in turn, create new relations with oneself, with others, with education and with the world.

Palavras-chave : Hermeneutics of the historical-educational condition; Paul Ricoeur; School culture; History of education.

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