The concept of experience in Dewey and Gadamer and its implications for formation
DOI:
https://doi.org/10.21814/rpe.18881Keywords:
Education, Experience, FormationAbstract
This article aims to investigate the concept of experience in the philosophy of Dewey and Gadamer, as well as its implications for formation. Therefore, the question that moves us is: what are the effects of experience on the formation process? Currently, much is said about experience and formation, and from this context comes the need to take a careful look at the elements that are composing these concepts, especially in the field of Education. This is a qualitative study, whose methodological support is the bibliographic research. In this sense, when we seek to create a theoretical map visiting different traditions, we compose the framework that underlies this research, instrumentalizing us with the reading of: Gallo, Heidegger, Hermann, Kneller, Kuhn, Trevisan and, especially, Dewey and Gadamer. Thus, we present as a result the understanding that, be it an extraordinary event or something simple, experience is everything that changes the way of thinking and/or acting of the subject, starting to constitute it differently, therefore forming it.
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Trevisan, A. L. (2002). Formação cultural e hermenêutica: Leitura de imagens. Educação & Realidade, 27(1), 73-94.
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