Educational communication from the hermeneutic approach

Abstract

This article reflects on educational action through the categories that hermenutics gives to communication. Communication is considered by contemporary hermenutics (GADAMER) as a "long effort of comprehension". It is a productive activity made from an horizon of sense which gets in a dialectical relatlon with the other. It is possible to understand the educational action as an interpretative reciprocity opened to thc other, from which "self-comprehension" emerges. These must be the basic conditions for communicational dialogue, that the educator must stimulate and enhance through a solid historical and linguistical formation and through questioning situational experiences.