Abstract:

The principle of dialogue is an essential element in the educational process. For that reason, it is approached in this study from the anthropological, epistemological and pedagogical dimension. To arrive at this characterization, it is necessary to understand the presence of dialogue in distinct historical manifestations, as well as its incorporation in the educational project. These approaches, in spite of being analyzed in a singular fashion, are part of a conjoined system in which dialogue is the connecting and integrating element along the way. This proposal seeks to respond to the contemporary problematic state of affairs which seeks to demonstrate a monocultural stance in regard to anthropology, a monological process in regard to epistemology, and a monogogical proposal in regard to the pedagogical pathway. In consideration of these trends, it is necessary to recover the importance of the principle of dialogue because, in this educational procedure, there is the presence of the constant exercise of the human condition, construction and reconstruction of the sciences, and the manner that such movements affect the teaching and learning project. Theoretical frameworks on which to base this proposal are sought which establish dialogue as a dialogical possibility in Martin Buber, as an ecology of knowledge in Boaventura de Sousa Santos and as dialogism in Paulo Freire. With this proposal, we hope to indicate viable routes to full educational formation of the human being, on the personal, social and professional level.

Keywords:

Dialogue, Education, Teaching, Learning.