Author(s)

Marlene Rozek¹, Claus Dieter Stobäus²

¹Postgraduate Programs in Education, Pontifical Catholic University of Rio Grande do Sul-PUCRS, Porto Alegre, Brazil.
²Postgraduate Programs in Education and in Biomedical Gerontology, Pontifical Catholic University of Rio Grande do Sul-PUCRS, Porto Alegre, Brazil.

This article proposes to analyze the contributions of the philosophical hermeneutics of Hans- Georg Gadamer for teachers’ education in the perspective of Full/Inclusive Education. It was conducted from discussions among the authors, based on Rosek Doctoral Thesis, with our experiences in the field of Full/Inclusive Education. In the educational context, it is necessary to understand the production of meanings about becoming and being a teacher and the act of educating, for teacher education can be also considered as a hermeneutic relationship, just as a way of productive relationships. The education of teachers, a practice that understands and interprets, reveals and makes sense, is contributing to the expansion of the horizon of understanding teacher relationships with their students in the school inclusion processes. The hermeneutic perspective in understanding the teaching shows it is relevant because it allows the construction of interpretive horizons about himself and the others, which allows broader understanding of human interpersonal relationships and own educational act. It is also important to remember and reflect on the influences of other topics, such as knowledge and skills of teachers who work in Special/Inclusive Education, including the concepts they use and how they see that it operates, as well as affectivity and healthier interpersonal relationships.

Teacher Education, Philosophical Hermeneutics, Full Inclusion/Inclusive Education, Gadamer

Rozek, M. and Stobäus, C. (2016) Contributions of Gadamer to the Teachers Education in the Perspective of Full/Inclusive Education. Creative Education, 7, 1953-1960. doi: 10.4236/ce.2016.714197.