Adriana Aubert

El aprendizaje dialógico

Resumen Las concepciones del aprendizaje de la sociedad industrial, al poner el énfasis en la dimensión intrapsicológica del estudiante, olvidaron la dimensión dialógica. En la actualidad, el aprendizaje dialógico, desarrollado en y para la sociedad de la información, pone el foco en la dimensión intersubjetiva del aprendizaje y resulta un marco científico útil para explicar cómo las personas aprenden más y mejor. Al mismo tiempo, el aprendizaje dialógico es un referente para el diseño de contextos de aprendizaje que promuevan esas interacciones. En este artículo se explica en qué consiste el aprendizaje dialógico y se detallan sus siete principios, ilustrados con ejemplos de comunidades de aprendizaje en las que estos principios se están llevando a la práctica con mejoras en el aprendizaje de todo el alumnado, la creación de sentido y la convivencia.

Moving beyond social exclusion through dialogue

The Dialogic Inclusion Contract (DIC) makes it possible to build a dialogue between the international scientific community and the knowledge derived from the experiences of social agents. This article presents the theoretical underpinnings and the process of developing and implementing the DIC. A case study of a primary school in a disadvantaged area illustrates how the DIC helped transform an isolated and impoverished neighbourhood into one with more hope and prospects. In this case, the DIC led to the implementation of successful actions that improved students’ academic achievement and school attendance as well as relationships between students and between the school and the community. Now, given the very positive results of the DIC in the school, the community around it has decided to transform the entire neighbourhood following the same approach. Evidence from this school indicates that all voices must be included in any effort to overcome ghettos.

Communicative Daily Life Stories and Focus Groups: Proposals for Overcoming Gender Violence Among Teenagers

The scientific literature has identified an attraction toward models of masculinity marked by abuse and domination in teenagers’ sexual and affective relationships. Given this reality, greater insight is needed on the mechanisms that lead young people to choose this type of relationship. In theory, different authors argue that as a result of the disassociation between goodness and attractiveness a profound crisis of meaning is found. A study conducted with the Critical Communicative Methodology, particularly, through the use of communicative data collection techniques has led to gather evidences of this crisis, particularly how it is interplayed by the opposition between a language of ethics versus a language of desire. The use of communicative daily life stories and communicative focus groups allowed not only to identify this separation but also those elements that contribute to overcome it.

Amaya Dialogic Literary Gatherings Evoking Passion for Learning and a Transformation of the Relationships of a Roma Girl With Her Classmates

Roma girls are one of the most invisible social groups within the educational system. Beliefs derived from social prejudice and from nonscientific perspectives suggest that they have little motivat...Roma girls are one of the most invisible social groups within the educational system. Beliefs derived from social prejudice and from nonscientific perspectives suggest that they have little motivation and willingness to learn. However, successful educational actions based on scientific evidence developed in many schools demonstrate a very different reality. This is the case of Amaya, a 12-year-old Roma girl who lives in the poorest neighborhood of Tarragona (Spain) and who has suffered bullying perpetrated by her classmates. However, in the Dialogic Literary Gatherings (DLGs), Amaya found a place to enjoy reading books such as Shakespeare’s Romeo and Juliet or Twain’s Tom Sawyer. This pleasure led to a radical transformation in her classmates’ perceptions of her as well as in her own perception of her abilities. Through Amaya’s biography, the author explore how the DLGs become a space where children’s desire to continue their studies are strengthened and future dreams, such as Amaya’s aspiration to become a doctor, are shaped.