THE DIALOGICAL DIMENSION OF THE HERMENEUTIC CIRCLE: PEDAGOGICAL INTERACTIONS AS THE FOUNDATION FOR DEEP UNDERSTANDING IN SECONDARY EDUCATION

Abstract

Secondary education faces the challenge of moving beyond the usual model based on the transmission of information to foster paths of genuine and transcendent understanding. Within this framework, this paper seeks to study how the dialogical aspect of the hermeneutic circle can serve as the basis for educational interactions to achieve profound understanding in secondary education. The study is based on the ideas of Hans- Georg Gadamer's philosophical hermeneutics, particularly the concepts of the hermeneutic circle, the union of ideas, and doubt as a form of dialogue. Similarly, the ideas of dialogue and intersubjectivity theorists such as Martin Buber and Mikhail Bakhtin are incorporated, along with the current dialogic pedagogies of Paulo Freire and Kenneth Gergen, to provide a conceptual framework that unites philosophical understanding with classroom application. Methodologically, the study follows an interpretive model with a qualitative, hermeneutic approach, based on the systematic review, analysis, and hermeneutic interpretation of philosophical and pedagogical sources through deep reading, textual commentary, and conceptual analysis. The results are expected to highlight the crucial role of genuine dialogue as a condition for deep understanding, offering guidelines for rethinking teacher training and educational practices from a hermeneutic perspective that values openness, active listening, and genuine questioning in the educational encounter.