This is a qualitative and bibliographical study, based on the philosophical hermeneutics of
Gadamer, Freire's critical pedagogy and phenomenology, carried out in the academic master's
degree at PPED, at ICED, UFPA, Belém campus. of the concept of dialogue in the authors
mentioned. The main objective of this study is to rethink education from the dialogical
perspectives of Gadamer and Freire, and specifically: to reflect on the contribution of
Gadamer's philosophical hermeneutics to education; articulate some concepts of philosophical
hermeneutics with the concept of dialogue in Gadamer; and, to establish relations between the
conceptions of dialogical education in Gadamer and Freire with the question of the autonomy
of the student. The guiding questions are as follows: 1. What kind of human being do we want
to form, bearing in mind the contemporary context? And, therefore, 2. What education do we
want, for what, for whom and based on what principles? As for the theoretical methodological
reference, this work prioritizes Gadamer, in Truth and Method I and II (1999 and 2002,
respectively) and Hermeneutics in Retrospective (2012); and Freire, in the works Education as
a Practice of Freedom (1967), Pedagogy of the Oppressed (1987) and Pedagogy of Autonomy
(2005). The contribution of interpreters of philosophical hermeneutics such as Flickinger,
Rohden and Hermann is taken into account, as well as other important authors of education,
such as Saviani. As a result we have reached the conclusion that education can never
underestimate tradition, for as historical beings we are always in a given tradition. The
language and, therefore, the dialogue intermediate the relation of the interpreter with the
otherness. Education for the autonomy and citizenship of learners is most effective when it
takes the living dialogue as a presupposition and establishes itself in a climate of
intersubjectivity.
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