Hermenêutica da educação: um desafio aos cânones epistemológicos das Ciências da Educação

Abstract

This paper proposes, under a meta-epistemological criticism, the acceptance of hermeneutics importance as a way to recognize that questions of meaning more than of truth take priority in the educational knowledge. Thus, the procedure is to identify the so called epistemological panlogicism boundaries and, against the hegemony of that same logic, to focus on hermeneutics as an enlargement condition and possibility to sustain and exceed any paradigmatic realm, hermaneutics understood as an anthropological practice in the fi eld of education.