The dialogic principle in the classroom

This study, rooted in institutionalized research, positions the dialogical principle as an ethical and discursive foundation for promoting coexistence in education. By highlighting the importance of listening, it advocates for the creation of communities that embrace diversity and strive toward inclusive societies. The paper emphasizes the pedagogical significance of the dialogical principle, particularly in facilitating the negotiation of meaning and encouraging critical thinking through conversation. It also underscores the need for sustained research on classroom dialogue, advocating for a transdisciplinary approach that integrates dialogical and cultural plurality. This perspective combines epistemological foundations and knowledge from diverse sources, including those beyond academia, supported by ethnographic methodologies. The findings suggest that prioritizing conversation and listening in education can contribute to the development of innovative teaching strategies and enhance teacher training programs. This approach acknowledges the transformative role of dialogue in shaping inclusive and critical educational environments while addressing the broader implications for pedagogical practices within diverse and dynamic societies

Investigación IESED