Resumo

FERNANDEZ-CARDENAS, Juan Manuel. El dialogismo: secuencialidad, posicionamiento, pluralidad e historicidad en el análisis de la práctica educativa. Sinéctica [online]. 2014, n.43, pp.01-21. ISSN 2007-7033.

Using the seminal ideas of Bakhtin and Voloshinov, in this article I describe the construction of a dialogical position towards the research of educational practices, as well as the possibility of constructing a pedagogical model, which privileges four key aspects that, I argue, are part of dialogism: sequentially, positioning, plurality, and historicity. Sequentially: Meaning is a product of the sequential negotiation of what every talking turn projects in interaction. Positioning: All social participation constructs a position for the speaker and for the other participants in a conversation. Plurality: Dialogue involves acknowledging other mindsets, other voices. Historicity: School curriculum invokes a history of development of a disciplinary conversation. In each case, I describe with examples how the previous concepts are used for the research and analysis of educational practices. Finally, I argue that it is necessary to consider these four aspects in the construction of any pedagogical model which involves dialogism as an epistemic foundation of such model.

Palavras-chave : dialogism; sequentiality; positioning; plurality; historicity.

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