Dialogic Model of Learning from the Perspective of Pablo Freire in Times of Pandemic in Seventh Graders of the Lions Club Educational Institution N° 29
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| Title: | Dialogic Model of Learning from the Perspective of Pablo Freire in Times of Pandemic in Seventh Graders of the Lions Club Educational Institution N° 29 |
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| Language: | English |
| Authors: | Hernández Cote, Alejandra Carolina (ORCID |
| Source: | Journal of Language and Linguistic Studies. 2022 18(3):367-384. |
| Availability: | Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Dialogs (Language), Learning Processes, Educational Theories, Outcomes of Education, Pandemics, COVID-19, Conflict Resolution, Educational Change, Access to Education, Clubs, Teacher Student Relationship, Critical Thinking, Thinking Skills, Organizational Change, Social Change, Grade 7, Distance Education, Case Studies, Phenomenology, Student Attitudes, Instructional Design, Equal Education, Social Differences, Foreign Countries, International Organizations |
| Geographic Terms: | Colombia |
| ISSN: | 1305-578X |
| Abstract: | The dialogic model of learning immersed in education arises from the first interaction pattern. However, although Paulo Freire, in his theory, had indeed been including several theorists who supported the interest of the social and cultural part immersed in the meaning of learning, it was only until a few years ago when education began a turn of transformation based on the capabilities and learning outcomes. However, once the worldwide pandemic occurred, the school had to take measures and look for strategies to bring learning to the children and continue with the educational process despite not being present in the classroom. Therefore, this research focused on analyzing the dialogic model of learning of Freire's postulates, in times of pandemic, retaking the society that builds its knowledge in the process of equal differences, conflict resolution, and learning tools based on dialogicity. This research based the dialogic principles of learning in the Institution Colegio Club de leones N° 29, where the children transformed how they received the knowledge and saw the teacher as the main actor by a horizontality of importance. In contrast, influencers of education can and will be able to contribute to being part of education and taking the dialogic principles for the development of critical thinking and the transformation of the school to the reality and the changing world, focusing the efforts to educate for tomorrow based on society and not only in the academy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1379568 |
| Database: | ERIC |
| Abstract: | The dialogic model of learning immersed in education arises from the first interaction pattern. However, although Paulo Freire, in his theory, had indeed been including several theorists who supported the interest of the social and cultural part immersed in the meaning of learning, it was only until a few years ago when education began a turn of transformation based on the capabilities and learning outcomes. However, once the worldwide pandemic occurred, the school had to take measures and look for strategies to bring learning to the children and continue with the educational process despite not being present in the classroom. Therefore, this research focused on analyzing the dialogic model of learning of Freire's postulates, in times of pandemic, retaking the society that builds its knowledge in the process of equal differences, conflict resolution, and learning tools based on dialogicity. This research based the dialogic principles of learning in the Institution Colegio Club de leones N° 29, where the children transformed how they received the knowledge and saw the teacher as the main actor by a horizontality of importance. In contrast, influencers of education can and will be able to contribute to being part of education and taking the dialogic principles for the development of critical thinking and the transformation of the school to the reality and the changing world, focusing the efforts to educate for tomorrow based on society and not only in the academy. |
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| ISSN: | 1305-578X |
