Argument for a Pedagogical Hermeneutics

Abstract

This study aims to epistemologically analyze a series of arguments for which pedagogy must consistently harness hermeneutic strategies of interpretation and meditative reflection on the meaning and significance of the paradigms of education and their evolution over time. Current practice demonstrates that there are many difficulties in establishing the authentic meaning of a text about education. The meaning conferred by the author of the interpretation may not coincide with the proper meaning of the work analysed, even if it goes without saying that the meaning of a pedagogical conception must flow directly from the work itself, determined epistemological and axiological. The history of pedagogy, as an academic discipline, provides the favorable context for the practice of reflexive hermeneutic skills. We believe that between archaeology and teleology proposed by any pedagogical theory, the hermeneutics of the text necessarily interposes.