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2024-12-01

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cc-by-nc-nd (c) Elsevier, 2024
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/220615

Egalitarian dialogue and student participation in Learning Communities. Case of the Coquimbo Region, Chile

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Recurs relacionat

https://doi.org/https://doi.org/10.1016/j.lcsi.2024.100867

Resum

Scientific literature has shown that student participation has been mainly directed and instrumentalized by adults in schools, which implies a passive role for students. However, the research shows the existence of educational processes that encourage student participation through dialogue in Learning Communities. The aim of this article is to demonstrate the positive effects of dialogic learning through egalitarian dialogue on primary student participation in two Learning Communities in the Coquimbo Region. A qualitative case study with communicative methodology was employed. The data were collected using two techniques: communicative daily-life stories and communicative discussion groups. Results indicate that egalitarian dialogue enables students to participate in their learning processes, reach collective agreements, and engage in decision-making. It is concluded that dialogic learning positively affects student participation through egalitarian dialogue in the schools analysed

Matèries

Participació educativa, Aprenentatge, Anàlisi del diàleg, Metodologia

Matèries (anglès)

School involvement, Learning, Dialogue analysis, Methodology

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Articles publicats en revistes (Sociologia)

Citació

PALMA SALINAS, Ignacia. Egalitarian dialogue and student participation in Learning Communities. Case of the Coquimbo Region, Chile. Learning. Culture and Social Interaction. Vol.  2024, num. 49, pags. December. ISSN 2210-6561. [consulted: 19 of August of 2026]. Available at: https://hdl.handle.net/2445/220615

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