Dialogic Learning

Dialogic learning is the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims. The concept of dialogic learning is not a new one. It is frequently linked to the Socratic dialogues and sometimes considered a Western tradition. Nevertheless, the book The Argumentative Indian, written by Nobel Prize of Economics winner Amartya Sen (2005), argues that Indians also have always had a habit of asking questions. Dialogic learning can occur in any educational situation and contains an important potential for social transformation.

In recent times, the concept of dialogic learning was linked to contributions from various perspectives and disciplines, such as the theory of dialogic action (Freire, 1970), the dialogic inquiry approach (Wells, 1999), the theory of communicative action (Habermas, 1984), the notion of dialogic imagination (Bahktin, 1981) and the dialogical self (Soler, 2004). In addition, the work of an important range of contemporary authors is based on dialogic conceptions. Among those, it is worth to mention authors like Jack Mezirow (1990, 1991, 2000) and his transformative learning theory; Michael Fielding (2001), who sees students as radical agents of change; Timothy Koschmann (1999), who highlights the potential advantages of adopting dialogicality as the basis of education; and Anne C. Hargrave (2000), who demonstrates that children in dialogic-learning conditions make significantly larger gains in vocabulary, than do children in a less dialogic reading environment.

Specifically, the concept of dialogic learning (Flecha, 2000) evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. At this point, it is important to mention the "Learning Communities", an educational project which seeks social and cultural transformation of educational centers and their surroundings through dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. In the learning communities, it is fundamental the involvement of all members of the community because, as research shows, learning processes, regardless of the learners' ages, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners' lives, like school, home, and workplace, than only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the "Learning Communities" project aims at multiplying learning contexts and interactions with the objective of all students reaching higher levels of development (Vygotsky, 1978).