La epistemología educativa desde una visión hermenéutica

Abstract The objective of this opinion article was to analyze characteristics of educational epistemology from a hermeneutical perspective. This focuses on understanding how knowledge is constructed and interpreted in the educational context. Meaningful dialogue must be present, within the subject, object, as well as implicit knowledge, expressed in student, teacher and curriculum. Hermeneutics as a dynamic process of understanding, interpretation and dialogue recognizes the historicity of knowledge and subjectivity of the subject who learns, it must contemplate the social, cultural and historical context in the construction of knowledge and interpretation of phenomena, facts, texts or events. Avoid misunderstanding, acquire a deeper understanding of the learning process, thus avoiding knowledge reduced to figures or indicators, but always taking into account important concepts such as education, language, and didactics. Also conceiving time as a horizon of every understanding of being and of every way of interpreting it. In this vision, the overcoming of traditional educational structures is presented as a challenge to the thoughts of characters who support a change of perspective in such a situation, such as Gadamer, Heidegger, Ricoeur and Habermas. Keywords: Understanding, interpretation, object, subject, knowledge