This present study is a master’s degree thesis. It features itself as a qualitative bibliographical research, whereas the treatment and lens by which is seen the questions brought here are related to hermeneutic posture, in the form as it is defended and perceived by H. G. Gadamer. During the text a dialogue is done from contributions from Nadja Hermann and Flickinger, as authors with works that relate Hermeneutics with Education. When composing this work it is sought to understand the hermeneutical conception of Diologue in Gadamer and its relation with Education, to contribute with studies about the dialogic relation favorable to the search for new horizons in the construction of knowledge in education. The text initiates with the title: “Abrindo o Diálogo” (“Opening the Dialogue”), which reveals the genesis of this study. Emphasizes the anguish and gaps in the course of the route’s formulation. Also emerges in these opening lines professional experiences I lived in everyday school routine as a teacher, which always fueled the curious eyes, moved by so many questions, problematizing it and culminating in the theme presented here. Throughout the text it’s highlighted aspects that are put to test in the discussion of the construction of knowledge in education, among them: education as dialogue, the relationship between subjects in the process of teaching/learning and the formation of school by the moorings of modern science, problematizing the crescent difficulty of dialogue, preventing the crossing of horizons of the one that teaches, the one that learns and what it is learned. Concluding, without exhausting the theme, the reflections raised by the concept of Dialogue in Gadamer, points education as a happening which can be seen from different points of view, other possibilities, other rationalities. Which dialogue is the view from hermeneutics. In this way, the text presents itself as the possibility of looking through other cracks, making different readings about the world, where knowledge is always multiple possibilities of interpretation. Reveals a dynamic knowledge, inthe game of listening and speaking, the appreciation of the question in detriment of the answer. An education that makes the search for knowledge not an end, as a product to be received, but a dialogue that takes place in the meeting with the other.
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