TEACHING AND LEARNING AS ONTOLOGICAL AND DIALOGICAL CARE: AN ENCOUNTER BETWEEN HEIDEGGER, ROMBACH, PAULO FREIRE AND OTHER AUTHORS

Abstract

This article proposes a reflection on learning and teaching as inseparable dimensions of a praxis of care, from a phenomenological-hermeneutical approach inspired by the structural ontology of Heinrich Rombach and its interpretation by Marco Aurélio Fernandes. Learning is understood as a multidimensional process that articulates daily practices and the search for meaning in human existence. In light of Martin Heidegger's notion of experience, learning is understood as a transformative process of the subject, marked by openness, tension, and the production of new meanings. The study assumes a theoretical-interpretative character, based on the hermeneutical analysis of philosophical and educational texts. This perspective dialogues with John Dewey's conception of formative experience, David Ausubel's meaningful learning, and Jerome Bruner's discovery learning. Teaching is understood as a practice of care that creates ontological and relational conditions for the transformation of the subject, in dialogue with Paulo Freire, Hans-Georg Gadamer, and Lev Vygotsky. It can be concluded that education is configured as an experience of self-construction, care, and human emancipation.