DIALOGIC LEARNING AND ITS CONTRIBUTIONS TO EDUCATIONAL THEORY

• Main Authors: Óscar Prieto, Elena Duque
• Format: Article
• Language: English
• Published: Ediciones Universidad de Salamanca 2009-11-01
• Series: Education in the Knowledge Society
• Subjects: Teoría de la educación; pedagogía crítica; transformación social; desigualdades educativas; aprendizaje instrumental
• Online Access: http://revistas.usal.es/index.php/revistatesi/article/view/3930

This article highlights the contributions of the dialogic learning approach to<br />educational theory, with the aim of providing some orientations in order to promote<br />egalitarian and scientific educational practice. The seven principles of dialogic learning<br />are discussed, along with other reproductionist theories and practices from the educational<br />field, demonstrating how the former both surpass the latter. The article also reflects<br />open dialogue with the critical theories of education which the dialogic learning<br />theory is based on. These basic theories are, on the one hand, by authors who are distant<br />in time but very close in their educational approach, such as Ferrer i Guàrdia, Vygotsky,<br />or Paulo Freire, and, on the other hand, by other contemporary authors in critical pedagogy.<br />Each of the seven principles presented are provided along with a critical examination<br />of a specific educational practice. The consequences of the implementation of dialogic<br />learning are underlined here through an analysis of innovative and critical educational<br />projects which are academically successful.