Critérios da hermenêutica ricoeuriana para aplicabilidade na interpretação de textos nas aulas de filosofia no ensino médio.

Abstract

As practically the High School Philosophy class consists of an expository class, the relationship between teacher and student, between the one who "explains" and the one who "understands" suggests the search for something in common: to interpret the text. To be sure, the first and most elementary work of interpretation is to grasp what the author proposed in writing a particular text. For this reason, we seek to investigate what are the contributions of a hermeneutic in high school, aiming at the search for this “tool”, to help the philosophy teacher in his pedagogical practice in the classroom and that he can also offer it to their students, providing them with a means of understanding themselves and the world in which they operate: because the role of hermeneutics and its contribution to the lives of students is to help them understand the reality in which they live, as well as to develop a better experience in society, that is, in the construction of human relationships that enable values of tolerance, justice, solidarity, respect for human rights, in order to promote plurality of thoughts and a culture of peace. Therefore, we will focus on our investigation of the problem of interpretation and textual comprehension in the Philosophy classes, in the High School, at the Professor Herondina Caldas State School, located in the city of Serra Caiada - RN. For the development of our research, we take as theoretical reference the hermeneutic proposal of the philosopher Paul Ricoeur, specifically in chapter 2 of his work Del Texto a la Accion: Ensayos de Hermeneutica II.