Why speak about hermeneutics?

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dc.contributor.authorde Oliveira Batista, Josiel
dc.contributor.authorMocrosky, Luciane Ferreira
dc.contributor.authorMondini, Fabiane [UNESP]
dc.contributor.institutionUniversidade Federal do Sul e Sudeste do Pará (UNIFESSPA)
dc.contributor.institutionUniversidade Tecnológica Federal do Paraná (UTFPR)
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2020-12-12T00:54:42Z
dc.date.available2020-12-12T00:54:42Z
dc.date.issued2019-01-01
dc.description.abstractMany are the works in Mathematical Education that have analyzes based in the hermeneutics, explicitly or not. However, the elaboration of texts that focus on discussing the philosophical foundations of hermeneutics, understood in different perspectives, is still a demand of this field of knowledge. In order to contribute to this discussion and bring clarification about what is hermeneutic, we wrote this work that approaches it in the perspective of phenomenology, that is, as a philosophy. Starting from different historical conceptions of the term, which has in its roots the synonym of interpreting and translating, we present our understanding of the constitution’s course of philosophical hermeneutics, as an ontology of understanding, that is, a way for the human being to comprehend himself and understand the world. In this sense, we envisage contributions of hermeneutics to the research that themes the Education, since, constantly and interpretative-understanding movement of texts, testimonies, expressions of students and pedagogical practice constantly made in the educational context.en
dc.description.affiliationUniversidade Federal do Sul e Sudeste do Pará (UNIFESSPA)
dc.description.affiliationUniversidade Tecnológica Federal do Paraná (UTFPR) Campus de Curitiba
dc.description.affiliationUniversidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) Campus de Guaratinguetá
dc.description.affiliationUnespUniversidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) Campus de Guaratinguetá
dc.format.extent49-62
dc.identifierhttp://dx.doi.org/10.17648/acta.scientiae.v21iss4id3864
dc.identifier.citationActa Scientiae, v. 21, n. 4, p. 49-62, 2019.
dc.identifier.doi10.17648/acta.scientiae.v21iss4id3864
dc.identifier.issn2178-7727
dc.identifier.issn1517-4492
dc.identifier.lattes9155250046660696
dc.identifier.orcid0000-0003-4975-6637
dc.identifier.scopus2-s2.0-85072341657
dc.identifier.urihttp://hdl.handle.net/11449/197942
dc.language.isoeng
dc.relation.ispartofActa Scientiae
dc.sourceScopus
dc.subjectHermeneutics
dc.subjectMathematics Education
dc.subjectPhenomenology
dc.titleWhy speak about hermeneutics?en
dc.typeArtigo
unesp.author.lattes9155250046660696(3)
unesp.author.orcid0000-0003-4975-6637(3)

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