Dialogic Gatherings

What is it?

It is the collective construction of meaning and understanding based on dialogue with all students participating in the gathering. The operation of the dialogic gatherings is based on the 7 principles of Dialogic Learning and developed based on the best creations of humankind in various fields: from literature to art or music.

Through dialogic approach gatherings direct students regardless of age, gender, culture or ability to universal classical culture and accumulated by mankind over time scientific knowledge is power. In this sense, there are various types of gatherings as dialogic:

  • Dialogic literary gatherings
  • Musical gatherings dialogic
  • Dialogic art Tertulias
  • Math Tertulias dialogic
  • Scientific gatherings dialogic
  • Etc.

How is it organized?

In each session, all students participating explains his interpretation of what they are working on gathering dialogic (a literary text, a work of art, a piece of music, a mathematical contribution, etc..). Thus, expressing what the rest has raised him, explaining why he struck him, relating to previous dialogues in previous debates, exposing his criticism about reflection, etc.. Through dialogue and input from every student an enriching exchange that can deepen that over which the gathering versa, in turn promoting the construction of new knowledge is generated. In each session one of the participants takes on the role of moderator with the idea of ​​promoting equal participation of all students.

For example, in the literary circle around the student agrees to read a number of pages or chapters and paragraphs then choose the gathering read aloud and explain the reason for your choice. Debating around them.

Why classics of world literature are read?

Universal classics provide knowledge, vocabulary enhancement, greater understanding of the historical situation, the better quality of literature, and ultimately what make history in different cultures, becoming prime cultural references to understand and reflect on the world. Today more than ever, in our globalized societies, reading classic literature from different parts of the world to understand basic learning and understanding our societies are constituted.

To recognize a dialogic literary circle just need to know if the books are read classic literature and if carried out through the methodology of dialogic learning (Flecha, 1997)

A classic work of literature is one that endures over time. On it there is a universal consensus that recognizes their quality and contribution to the cultural heritage of humanity. These works model of its kind. They are also works that reflect a quality and depth the major issues that concern humanity, universal, regardless of culture or time. These works do not go out of style, which continue to attract people through generations even though they were written hundreds or even thousands of years, as the Iliad or the Odyssey.


Experiences from centers

  • Video on Literary tea dialogic: Ania Ballesteros. Final Conference INCLUD-ED project. European Parliament. December 2011.
  • School Newspaper Supplement. Dialogic Reading No. 2 (2011). Wolters Kluwer Editorial
  • School Newspaper Supplement. Dialogic Tertulias No. 4 (2012). Wolters Kluwer Publisher.
  • Literary article from the perspective of a teacher at School 313 Prospect magazine (in Catalan) Discussion. Sign

Read more

  • Pulido, C., & Zepa, B. (2010). Interactive interpretation of texts through dialogic literary gatherings. Special Issue: Communicative acts for social inclusion, Signs, 43 (2), 295-309. Sign

This article reflects on the dialogic communicative acts in the process of interactive interpretation of the text and its implications for social transformation especially focusing on how people demonstrate through their dialogic communicative acts that no single expert interpretation, surpassing the interactions power of traditional academic environments.

  • Aguilar, C.; José Alonso, M.; Padrós, M.; and Angel Pulido, M. (2010). Dialogic reading and processing in Learning Communities. Journal of Teacher Education Interuniversity continuation of the former Journal of Teacher. 67, 24, 31-44. Sign

This article focuses on the development of dialogic reading in learning communities, particularly through dialogic literary gatherings with family, teachers and students, and tutored other libraries and reading practices shared with family and others in the community.


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