From classroom education to remote emergency education: transformations in a dialogical pedagogy proposal

Main Article Content

Arthur Santiago
Cristiano Mattos


This paper presents how a dialogical educational proposal, inspired by Freire’s perspective, was introduced and adapted to the digital educational environment in distance teaching-learning. From Freire’s pedagogy perspective, dialogue is one of the main assumptions for the teaching-learning activity. Therefore, we developed an online environment introducing a dialogical pedagogy, considering students’ problems during the pandemic. Based on this proposition, we created a remote educational environment through the Discord platform. This platform has excellent potential to base an educational environment enabling students and teachers to engage in a dialogical activity. We investigated how the Discord platform contributes to enhancing dialogical pedagogy. Then, we introduced a dialogic activity in an initial training course for physics teachers in a discipline called “Non-Formal Education”. Nineteen students participated in the activity developed throughout the discipline. We gathered data during the classes by recording student interactions on the platform system. The analysis was based on Activity Theory to identify the situations where their agency emerged and changed the activity and what role Discord played in this through the students’ dialogue. The study explores Discord facilities to introduce the dialogical teaching methodology previously developed in the face-to-face format. Finally, we could identify that the students’ voices emerged in the interactions, given the opportunity to express their ideas on their own terms and, fundamentally, be heard and considered by others. At last, students developed agency in the remote school activity, engaging productively in the required tasks and creating a community through the platform.

Article Details

How to Cite
Santiago, A., & Mattos, C. (2023). From classroom education to remote emergency education: transformations in a dialogical pedagogy proposal: . Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(1), DT1-DT21.
Special Issue: Digital technologies supporting dialogical education
Author Biographies

Arthur Santiago, Federal Institute of Education, Science, and Technology, Brazil

Arthur Santiago has a Ph.D. in Science Education at the Interunit Science Teaching Program from the University of São Paulo. He is currently a professor at the Federal Institute of Education, Science, and Technology (IFSP -  São Paulo Campus). He works on Critical Pedagogy and Cultural-Historical Activity Theory in Science Teaching and Science Communication. Member of the Research Group in Science and Complexity Education (ECCo).

Cristiano Mattos, University of São Paulo, Brazil

Cristiano Mattos has a Ph.D. in Physics from the University of São Paulo investigating artificial cognitive systems. Currently, he is an Associate Professor at the Institute of Physics at the University of São Paulo and the leader of the Research Group in Science and Complexity Education (ECCo). He works on philosophical and psychological fundaments of teaching and learning processes, with emphasis on science education research to establish theoretical-methodological foundations based on the Cultural-Historical Activity Theory from a Freirean perspective. Through this framework, he investigated topics related to the teaching and learning processes of scientific and quotidian concepts, models of dialogic interaction, situated cognition, interdisciplinarity, and complexity, and developed practical educational activities aiming science as an instrument to develop citizenship and democratic education for social and economic equity.


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