Complex hermeneutic-phenomenological approach as a research orientation

e objective of this work is to present the Complex Hermeneutic-Phenomenological Approach as a research orientation based on two doctoral research papers. e justi cation for the development of this study lies in the opportunity to show how the Complex Hermeneutic-Phenomenological Approach addresses a phenomenon, ensuring no constraints, impositions or frameworks on pre-assumed bases. e Complex Hermeneutic-Phenomenological Approach takes Hermeneutics and Phenomenology as the philosophical orientation of the investigative process, in an inseparable perspective in which, a textualization and interpretation are developed in the light of the epistemology of Complexity, in search for understanding phenomena of human experience. We believe that this research can contribute with di erent educational areas interested on approaches that allow integration, interaction and dialogue between di erent knowledge as 1 Neiva Ravagnoli completed her doctoral degree in Applied Linguistics and Language Studies at Pontifícia Universidade Católica de São Paulo, Brazil (2017) where she also earned her Master degree in the same area (2012). Furthermore she earned a Master degree in International English Language Teaching and Applied Language Studies at London Metropolitan University, UK (2004), a Specialist degree in English Language at Universidade de Franca, Brazil (2000), and a Bachelor degree in Languages at Universidade de Ribeirão Preto, Brazil (1997). Currently, she is engaged in a research at a post doctoral level, focusing on the Complex Hermeneutic-Phenomenological Approach, which is ongoing in a research group certi ed by Conselho Nacional de Pesquisa (CNPq) and based on the Program of Postgraduate Studies in Applied Linguistics and Language Studies, at Pontifícia Universidade Católica de São Paulo. nravagnoli@gmail.com 2 Karin Claudia Nin Brauer concluded her doctorate in Applied Linguistics and Language Studies at Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil, in 2015. She has a Master degree in Languages, Reading and Cognition, at Universidade de Santa Cruz do Sul (Unisc), Rio Grande do Sul (RS), Brazil, in 2009. She has an English Language Specialization degree at Universidade Franciscana (Unifra-RS), in 2000 and also a graduation degree in Languages, with quali cation in Portuguese and English, at the same university, in 1998. Currently she is a post doctorate student in Applied Linguistics and Language Studies at Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil and she is a researcher in Grupo de Pesquisa sobre a Abordagem Hermenêutico-Fenomenológica Complexa (GPeAHFC), also at PUC -SP. She works at Instituto Federal de Educação, Ciência e Tecnologia de São Paulo and at Faculdade de Tecnologia – FATEC Taubaté, SP, Brazil. kcnb76@gmail.com 244 | Neiva Cristina da Silva Rego Ravagnoli | Karin Claudia Nin Brauer an opportunity for interlocution, interconnections and possibilities of interdisciplinary works, which can re ect on an a actions for a (re) construction of new vias to/for academic research.


Introduction
e Complex Hermeneutic-Phenomenological Approach (FREIRE, 2016) (henceforth AHFC) seeks to understand the nature of a phenomenon, from the perspective of the one who experiences it.According to Freire (2016) AHFC has its interest in complex phenomenon of human experience, which it seeks to describe and interpret under the bias of Complexity, to understand its complex essence.In this approach, Hermeneutics and Phenomenology constitute the inseparable philosophical orientations in the investigative process (FREIRE, 2012) that interconnect with the theory of Complexity (MORIN, 2000;2005).us, Phenomenology, which seeks to establish theoretical-methodological principles for describing the subjectivity of human experiences, understood as phenomena (HEIDEGGER, 1988, p. 207) is taken from an inseparable perspective of Hermeneutics, which is the science of interpretation that seeks, with based on written records, to understand the uniqueness of human experiences (DYTHEY, 1994) and under the bias of Complexity that, according to Morin (2000) in search of an epistemological understanding of reality, considers connection, contextualization, globalization of information, knowledge and disregard the certainties and absolute knowledge.Freire (2012) purposely hyphenated the term hermeneutic-phenomenological to highlight this inseparable character between the description and interpretation of phenomena of human experience, with the intention of approaching its essence, being aware that it would not be possible to know it completely.It is a paradox that shows that the phenomena of human experience are an inexhaustible source of research, interpretation, and reinterpretation.
Complexity deals with recursion, non-linearity, and non-fragmentation of knowledge, focusing on the contradictions and dialogue that may exist between them.It is weaving of heterogeneous constituents, inseparably associated, which establishes the paradox of the unity and the multiplicity.According to Morin (2005) Complexity also includes uncertainties, indetermination and random phenomena and always has connection to chance.
e investigation in the AHFC (FREIRE, 2012) consists of the description of a phenomenon, through the textualization of experiences and identi cation of themes that constitute it, form its essence and attribute its identity to it.Such approach involves three processes of interpretation, in which the researcher dedicates himself/herself to readings and re-readings that allow the veri cation of units of meaning that stand out in function of the senses that have and reveal about the phenomenon under study.
e following table shows such process (FREIRE, 2012): Routines of organization and interpretation of texts.
Source: Freire (2007apud FREIRE, 2010 p .25) e rst process, the textualization, is preceded by the process of data collection, which can be done through interviews, oral or written narratives, viewing sessions, audio or video recordings, hermeneutic conversation, among others.is is the phase through which lived experience is transcribed, which, according to Freire (2012), allows an investigation that not only captures lived experiences but also allows the researcher to take them back many times, favoring re ection and new interpretations.
e second process, the thematization (van MANEN, 1990apud FREIRE, 2010), is the phase of meaning that stand out in function of the senses that have and reveal about the investigated phenomenon.According to Freire (2012), this process includes a procedure called re nement, which is very important in describing the phenomenon.In this step, a data cross is started: some units of meaning can be maintained, others can be discarded and new units of meaning can be identi ed.
At this stage, a re-signi cation of units of meaning may also occur.In this way, the researcher can reassess the units of meaning, re ecting on their relevance to the investigation and con rming or not the rst interpretations, being able to reformulate them and rename them, if necessary.According to Freire (2010), these procedures are part of the thematization process and need to be done several times, so that the researcher can get to the hermeneutic--phenomenological themes, which are taken as elements that make up the phenomenon and what is linked to the experience interpreted, characterizing, its essence Freire.
is circular, recursive movement of coming and going, throughout the process of interpretation is what characterizes AHFC.It is an un nished circularity, in view that reality is not linear and triggers a weave together implied in feedback its constituent elements.
Routines of organization and interpretation of texts.
e retroactivity made during the thematization process, in which the researcher rereads the text to review the relevance of the units of meaning, re ne and rede ne it establishes the validation cycle, since the objective is to validate the highlighted themes that emerge from the interpretation of the phenomenon.
Freire understands that a noun must express the themes.It is because by naming something, the noun has complete meaning, and so, captures the meaning that re-signi es and re nes, outlining the phenomenon completely. e

The phenomenon design of an English High School teachers' technological self-hetero-eco formation online course under the Complexity bias
e present research aimed to describe and to interpret the phenomenon: design of an English High School teachers' technological self-hetero-eco formation online course under the Complexity bias, in order to enable teachers to use technological interfaces and to product online educational materials.
According to Morin (2005), Complexity understands education as a constant, non--linear, non-reductionist, non-fragmented reconstruction, through a diversity of knowledge that bind and re-connect in di erent ways.It is relevant to present a theoretical basis that articulates knowledge, since the process of self-hetero-eco formation of teachers constitutes a basic instrument for articulated action in life.
In order to understand the technological self-hetero-eco formation (FREIRE, 2013), it is necessary to mention that Pineau (1988) presents a tripolar theory for the formation of teachers.Freire (2009, p. 18) synthesizes this theory and the author (FREIRE, 2009) further decomposes the terms of this concept, which are presented below: • self-formation: the action of the self as an individual and social subject; that is, the appropriation by the individual of his own formation, becoming his object; • heteroformation: the action of individuals on one another, characterizing the social dimension of formation; that is, the forming; • eco-formation: the action of the environment on individuals, indicating the environmental and ecological dimension of the training.
It is relevant to mention that in making a deeply study of the tripolar theory of Pineau (1988), Freire (2009, p. 20) points out that: The perception -one and multiple at the same time -reveals the inherent complexity that characterizes formation and, therefore, the relation between its parts (its poles) and the whole that is not completed, generating a process that is admittedly endless, throughout life and, therefore, in permanent evolution.Freire (2009, p. 19) elaborates a picture regarding the contrastive view of the ternary conception of the formative processes -self-formation, heteroformation and ecoformation, which is presented below: According to Freire and Le a (2013, p. 75), the technological self-hetero-eco formation process is understood as: Action of the environment -presential and / or digital -on individuals, mediated by singular tools, practices and languages, coupled with a critical-refl exive action of these individuals on the environment, on others and on themselves, appropriating these tools, practices and languages, to use them in a pertinent and adequate way, in the construction / deconstruction / reconstruction of knowledge and its critical insertion in the face and digital worlds, as generative citizens, guardians and interpreters of information that leads to the full formation of self as an individual, social, technological and planetary subject e technological self-hetero-eco formation process (FREIRE, 2009;FREIRE;LE-FFA, 2013) requires the teacher to develop strategies of personal organization and reorganization in which he understands his learning process, deepens knowledge through collaborative interaction.is posture can bring about re exes in their teaching practice and develop their competence to teach and this may have repercussions in the relationship with their students.In this perspective, complexity serves as the basis for this type of formation, provides for interaction and knowledge construction.
us, to develop the design and implementation of the course in this study, as mentioned, Brauer (2015) followed the proposal of Freire (2013), called Complex Educational Design (DEC).e DEC is based on complexity and is concerned with maintaining a dialogue between students' reality and educational actions, as well as addressing the concerns and needs of students, teachers and society.
To achieve these goals, Freire (2013) develops DEC that consists of three stages: preparation, execution and re ection.ese stages unfold throughout the course process and occur in an articulated way, interconnected, as can be seen in Figure 2: According to Freire (2013, p. 181) although DEC understands three stages initially performed in a sequence (that is, when the course is rst taught), it is important to remember that the three stages maintain intense, recursive, dialogic connections and holograms that are responsible for the creation of the course as a whole, as well as its subdivisions and its multiple parts.ese parts, from the beginning to the end, are naturally oriented by the teacher / designer; however, as soon as interactions begin, command is divided and decisions are made collaboratively with students who are also important parts of the teaching-learning process.
Once the theoretical foundation of this dissertation was presented, the following path is to present the methodology that was used to discuss the phenomenon interpreted.Freire (2007;2009;2010, 2012) based on van Manen (1990).e research had English High School teachers of public institutions of São Paulo city as participants.
e interpretations from the perspective of the designer-researcher and of the participants of the course reveal six themes that comprehend the phenomenon which are mentioned now: interfaces, teaching, learning, construction, interaction and needs.e interpretation of these texts revealed the re ection of the participants upon the design of an English High School teachers' technological self-hetero-eco formation online course under the Complexity approach (BRAUER, 2015), as well as providing the research-teacher with re ective moments on the development of the course and on the complex features required for the teaching-learning process.e following is an example of how the analysis process is conduct.

THEMATIZATION TEXTUALIZATION
UNITS OF MEANING REFINING RE-SIGNIFICATION THEME We can encourage interaction encourage interaction between students and teachers, all in the same environment.In Moodle it is possible to realize all these possibilities perhaps it is not the best virtual learning environment, but I think that if well structured it can be an inviting environment.
We can encourage interaction between students and teachers, all in the same environment.In Moodle it is possible to realize all these possibilities perhaps it is not the best virtual learning environment, but I think that if well structured it can be an inviting environment We can encourage interaction encourage interaction Interaction Interaction SOURCE: Brauer (2015).
In order to describe and interpret the phenomenon design of an English High School teachers' technological self-hetero-eco formation online course under the Complexity bias, the routines of organization and interpretation proposed by Freire (2007) were followed.Once the experiences were textualized, that is, that the textual record of the occurrence of the phenomenon was made through the annotations of the re exive diary of the researcher and of the records in the course English High School teachers' technological self-hetero-eco formation online course under the Complexity bias, the texts were read and the excerpts that gave identity and structure to the phenomenon in question were selected.A er the selection of these, the themed process was started, according to the routines of organization and interpretation proposed by Freire (2007), beginning the veri cation of the rst units of meaning that were followed by re nements and resigni cations.
During the stages, the researcher turned to the texts, both the notes of the re exive diary and the records made in the course of technological training, with the aim of validating the cycle, enabling and developing the interpretation and a greater understanding of the phenomenon and its essence.In this way, it was possible to identify the themes: interfaces, teaching, learning, construction, interaction, needs and subthemes: time, practice and di culties that structured the phenomenon in focus and gave it identity, its essence.
It is relevant to observe that the complex characteristics appeared between the themes and the subthemes that constitute the phenomenon design of an English High School teachers' technological self-hetero-eco formation online course under the Complexity bias as the interweaving of these, since all, themes, are linked and one interdepends on the other to happen.For example, the theme of teaching is directly linked to collaborative learning and this will only be developed if there is a collaborative construction of knowledge.is type of construction takes place through interaction; for these themes to occur it is necessary to have the time to enable the activities to interconnect and dialogue, that is, to present complex characteristics.
e complexity is necessary to enable a recursive movement with retroaction and deconstruction and reconstruction of the weeks and it becomes possible in open courses, and according to the Complex Educational Design (FREIRE, 2013) that is concerned with having a construction, attending the needs of the students.e practical theme only emerged because there was interaction of all the others.
All themes and subthemes are woven into a large set as if they were a constantly moving network, making new connections or even reconnecting, constantly interacting, retroacting and dialoguing, realizing that at the same time, they are part and all following the principles of Complexity (MORIN, 2005).

The anomie phenomenon among teachers of a Continuing Education course for Community Schools English teachers
is research, conducted in the eld of Applied Linguistics, aimed to describe and interpret the anomie phenomenon that may emerge from the experiences of teacher--students in a training course, to understand the e ects and implications of this phe-nomenon in such context.e course is part of a continuing education program for English teachers from community schools.
Anomie is a contingency that particularizes the ways of becoming individuals, in the face of crisis situations motivated by the non-conformity between individual goals and the means available to achieve those goals.Anomia can be de ned as indi erence, apathy, conformity, resignation or states of nonconformity that are expressed in the form of opposition, revelation, desire for change or social activism.
In the context of a continuing training course, if the program proposals are not clear or are not clearly understood by the teacher-students entering the program, there may be a discrepancy between their goals -such as the completion of the course and the reasons associated with it -and the means available to achieve these goals -course structure, class size, duration, objectives and principles.Under this circumstance, individuals are moved to respond to the situation by expressing states that may lead them to desistance, or by not actually taking advantage of the program, or by taking decisions that are supposed to lead them to better align with the proposals of course.
It is a response to the perceived crisis.According to Morin and Viveret, a crisis (2013, p.10) causes an internal process of disorganization that increases uncertainties, contributes to questions and can stimulate the search for new solutions.In this sense, crises give rise to responsive movements to itself.It is these movements, which is called anomie (RAVAGNOLI, 2017).
is view of anomie expands my understanding of this phenomenon, proposed in Ravagnoli (2012) as a re-reading of the studies of Durkheim (1897Durkheim ( /2000) ) and Merton (1964).In Ravagnoli (2012) anomie is understood as responses that emerge from the con uence between the representations and the identity of the individuals in the face of circumstances of non-conformity between their objectives and the means available to reach those objectives.is article expounds my understanding of anomie, considering this phenomenon in relation to the notion previously proposed in Ravagnoli ( 2012): an individual response, in which, however, it is not limited only to the manifestations that emerge according to the way in which individuals position and perceive themselves in the world, but it is associated, to the notion of intertwining relations between individuals.
is was shown by the research to which this article refers: the phenomenon anomie emerges from the individual crisis experienced by teacher-students as well from the crises of the other systems in which they are situated, characterizing a moment of truth of the interrelationship between these systems, which oscillate between order and disorder.e emergence of anomia is a revealing element of the crisis in the course and its e ects.
e interpretation was based on textualized narratives of 32 teachers-students who report their experiences at the beginning of the course and at the end, according to their criteria of relevance and worldview through narrative interviews (SCHÜTZA, 1983) Given that anomie is an individual response to the perceived crisis, the thematization process revealed that the participating teachers, when perceiving a dissonance between their expectations regarding the course and the purposes of the same, respond to this situation through three themes: proposal, rupture and re-signi cation.e rst theme -proposal -expresses that teachers, dissatis ed with various aspects of the course, propose a motion, an agreement so that the relation between academy and school can be strengthened.e second theme -rupture -reveals that some teachers, enrolled in the course only to obtain a diploma, do not get involved or do not deepen their activities and give up the course.e third theme -re-signi cation -reveals that teachers enroll in the course, ignoring or disregarding its proposals, but when participating in the context, re-signify their view of teaching and learning.
e interpretation process showed that the themes -proposal, rupture and resignication -emerge from an ecology in which several simultaneously and continuously interwoven movements interrelate with the teacher and the course as well with the teacher and the other contexts in which they participate.
us, the themes that characterize anomie reveal the complexity of the course system.In the light of Complexity (Morin, 2015), the course is a unitary and multiple systems.It is unitary (a graduate course, the whole) formed by multiple parts (teachers-students, teacher-trainers and others involved), which is constituted by the interrelationships that develop between them.us, it is greater than the sum of the parts because they have properties that no part possessed since they emerge from the interrelationships between individuals.And it is smaller than the parts because it may have characteristics that are inhibited by the organization of the set.
It is the possibility of focusing each part with its speci cities, while at the same time relating them to each other in the composition of the whole and in the understanding of the phenomenon investigated is the characteristic that gives particular importance to research oriented by the AHFC.
Based on a metaphor of Morin (2015), it is possible to a rm that, just as in the living organism, the malfunction of a certain organ seeks adaptations that o en compromise other organs or assign them new functions or the fragmentation of this equilibrium or order (the dissonance between the objectives of the course and the teacher-students), provokes movements that seek cohesion or new order (MORIN, 2015).e following is an example of how the analysis process is conduct.e thematization process shows that from the textualization, the units of meaning emerge as an expression of the teacher's di culties.When re ned, these units give a broader sense to such di culties (no commitment, feeling of shame, unsuccessful, dropping out).
A er re nement, the interpretation goes through a re-signi cation, and the researcher understands that all meanings alluding to di culties can be expressed by the word dropping out.
us, to assign a noun that is intransitively able to identify the nature of the anomie and give it identity, the researcher attributes the noun rupture.

Conclusion
is project was conceived to show the feasibility of using the Complex Hermeneutic-Phenomenological Approach based on Freire (2016), by presenting the assumptions of the AHFC and brie y illustrating, from two doctoral studies, how investigations based on this approach are structured and developed.
e AHFC makes it possible to understand the nature of the phenomena in focus, through description and interpretation and under the assumptions of complexity: namely, non-linearity, presumption of uncertainties, unexpected or new.
However, what is quite clear is that there is no single approach that can be used to all and every phenomenon investigation.In this way, we believe that this research can contribute with di erent educational areas that seek to know approaches that allow integration, interaction and dialogue between di erent knowledge and to provide meaningful learning opportunities and re ection.
Quadro 1 -Contrastive view of the ternary conception of the formative processes Complex Educational Design.Source: FREIRE (2013, p.181).e research design of an English High School teachers' technological self-hetero-eco formation online course under the Complexity bias (BRAUER, 2015) was developed through the elaboration of English High School teachers' technological self-hetero-eco formation online course under the Complexity bias and through the re exive diary of the researcher about the course, to obtain texts that were used for the interpretation of the phenomenon under study which received a hermeneutic-phenomenological treatment, from the perspective of that the course wouldn't be easy.[…]en I started to feel that I could not be here because of a certi cate only.[…] I felt that I should get myself involved in the academic subjects.[…] Later I felt myself embarrassed because of my poor English.[…] I tried following my colleagues, reading more, studying more, but I didn't succeed.[…].So I thought about dropping out.e course wouldn't be easy.epurpose of the course is not a certi cate only.I felt myself embarrassed because of my poor En