The transformation of the curriculum in the Linking Worlds Dialogic Pedagogy

Main Article Content

Donatila Ferrada
Claudia Jara Espinoza
Alejandra Seguel Briones


Dialogic Pedagogy of the "Linking Worlds" is characterized by forming community classrooms incorporating a diversity of community agents who join to transform the official school curriculum in Chilean public schools. The participatory action research we report in this article was developed in two of these classrooms, one in the cultural context of a mining community and the other in a rural cultural context. The action research project aimed to make their local cultures visible in the school curriculum. Our objective was to systematize the knowledge and practices of the people who are part of community classrooms and determine whether these contributions managed to challenge the official curriculum structure. We achieved our objective in a four-year study involving 76 participants in dialogical conversations and collective dialogues. Throughout the study, we collected audiovisual records. We identified two areas of knowledge and practices that transform the official curriculum: the corporeality-affectivity and community areas. In addition, it was possible to verify that although the themes nominally coincided, the curricular transformations differed depending on the local characteristics of each classroom. These local curricular transformations promote the advancement of dialogic pedagogy because in such decisions and through egalitarian dialogue, debates, disputes, etc., different participants’ voices are heard in each community classroom. In addition, these transformations keep the debate and interpretation of school curricular contents open.

Article Details

How to Cite
Ferrada, D., Jara Espinoza, C., & Seguel Briones, A. (2023). The transformation of the curriculum in the Linking Worlds Dialogic Pedagogy. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(1), A108-A128.
Author Biographies

Donatila Ferrada, Center for Research in Education for Social Justice (CIEJUS), Universidad Católica del Maule, Chile

Donatila Ferrada, Associate professor at the Universidad Católica del Maule, Chile. PhD in Philosophy, University of Valladolid, Spain (1998). Founder and member of the social movement for educational equality "Enlazador de Mundos" (2005) through which she promotes the development of dialogic pedagogy in Chile, having implemented experiences in schools in ten of the sixteen regions of the country thus far. Founder and member of the Center for Research in Education for Social Justice (CIEJUS) together with researchers from twelve national and international universities (2017), installing the line of Dialogic Pedagogy for Social Justice in this research center.  She has taught in undergraduate and postgraduate teacher training programs since 1994 to date. Lead researcher for numerous competitive grant programs at national level and a collaborator to several international projects.,

Claudia Jara Espinoza, Centro de Investigación en Educación para la Justicia Social (CIEJUS), Chile

Claudia Jara Espinoza, Elementary school teacher (2015), Universidad Santo Tomás. Principal of Hornillos School (2015-2022), Curepto, Maule region. In this school, she implemented Dialogic Pedagogy "Linking Worlds" since her arrival at the school. She currently works at Marina Rojas Sandoval School, in the same commune, where she continues developing dialogic pedagogy. In addition, she is a member of the research line "Dialogic Pedagogy for Social Justice" of the Center for Research in Education for Social Justice (CIEJUS) of the Universidad Católica del Maule, Chile. She has been part of research projects on dialogic pedagogy from 2018 to date.

Alejandra Seguel Briones, Centro de Investigación en Educación para la Justicia Social (CIEJUS), Chile

Alejandra Seguel Briones, Elementary school teacher, Universidad de Concepción (1980). Classroom teacher since 1980 at Colegio Ángel de Peredo, Lota, Biobío Region, Chile. She began with experiences of Dialogic Pedagogy, "Linking Worlds," in this school in 2009 and has continued to the present. That same year, she joined the social movement for educational transformation, "Enlazador de Mundos." In time, the transformation of her classroom into a dialogic and community environment would become a reference for other teachers in the country and an inspiration to work with dialogic pedagogy. As a result of the above, in 2018, she obtained the National Prize for Pedagogical Recognition "Viola Soto" for outstanding teachers in transformative and critical classroom practices awarded by the National Teachers Association of Chile.


Alexander, Robin (2019), Whose discourse? Dialogic pedagogy for a post-truth world, Dialogic Pedagogy: An International Online Journal, vol. 7, pp. 1-19.

Alexander, Robin (2018), Developing dialogic teaching: genesis, process, trial, Research Papers in Education, vol. 33, núm. 5, pp. 561-598.

Allen, Graham (2000), Intertextuality, London, Routledge.

Andal, Aireen Grace (2019), Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise, Dialogic Pedagogy: An International Online Journal, vol. 7, pp. 1-5.

Arndt, Sonja (2017), Dialogic Ruptures: An Ethical Imperative, Educational Philosophy and Theory, vol. 49, núm. 9, pp. 909-921.

Astorga, Blanca (2017), Desde la Pedagógica Dialógica Enlazando Mundos, aportes para una Didáctica Dialógica en la Ensenanza de la Lengua, Tesis de doctorado, Santiago, Universidad Academia Humanismo Cristiano (Chile).

Bakhtin, Mijail (1981), The Dialogic Imagination: Four Essays, Austin, U of Texas.

Barros, Rossana (2018), Revisitando Knowles e Freire: Andragogia versus pedagogia, ou o dialógico como essência da mediação sociopedagógica, Educação e Pesquisa, vol. 44, pp.1-19.

Bialostosky, Don (1991), “Liberal Education, Writing, and the Dialogic Self”, in Patricia Harkin and John Schilb (Eds.), Contending with Words: Composition and Rhetoric in a Postmodern Age, New York, MLA, pp. 11-22.

Cook, Victoria; Warwick, Paul; Vrikki, M; Major, Louis & Wegerif, Rupert (2019), Developing material-dialogic space in geography learning and teaching: Combining a dialogic pedagogy with the use of a microblogging tool, Thinking Skills and Creativity, vol. 31, pp. 217–231.

Daniels, Harry (2012), Dialectic and Dialogic: The essence of a Vygotskian Pedagogy, Cultural-historical psycology, vol. 8, núm. 3, pp. 70-79.

De Lissovoy, Noah & Cook, Courtney (2020), Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy, Curriculum Inquiry, vol. 50, núm. 1, pp. 78-97.

Ferrada, D., Jara, C. y Seguel, A. (2021). Interculturalidad entre saberes oficiales del currículum escolar y saberes locales en aulas comunitarias en Chile. Profesorado. Revista de Currículum y Formación de Profesorado, 25(3), 7-27.

Ferrada, D., y Del Pino, M. (2021). «Transformando el menosprecio en reconocimiento. Comunidades escolares movilizadas». Revista Internacional de Educación para la Justicia Social, 10 (1), 211-225. DOI:

Del Pino, Miguel & Ferrada, Donatila (2019), Construction of educational knowledge with the Mapuche community through dialogical-kishu kimkelay ta che research, Educational Action Research, vol. 27, núm. 3, pp. 414-434. .

Ferrada, Donatila (2020), Dialogic pedagogy linking worlds: participatory community classrooms, Pedagogy, Culture & Society, vol. 28, núm. 1, pp. 131-146.

Ferrada, Donatila & Del Pino, Miguel (2018), Dialogic-kishu kimkelay ta che Educational Research: Participatory Action Research, Educational Action Research, vol. 26, núm. 4, pp. 533-549.

Ferrada, Donatila (2014), “Pedagogía dialógica Enlazando Mundos. La transformación educativa en escuelas municipales chilenas”, en Oscar Maureira & Carmen Montecinos (Coords.), Hacia una transformación educativa con sentido de equidad e inclusión, Santiago, Ediciones UCSH, pp. 63-70.

Ferrada, Donatila (2009), El principio de emocionalidad-corporeidad: un complemento al modelo de aprendizaje dialógico, Revista EDUCERE, vol. 13, núm. 44, pp. 29-38.

Ferrada, Donatila (2017), “La investigación participativa dialógica”, en Silvia Redón & José Angulo (Coords.), Investigación cualitativa en educación, Madrid, Miño y Dávila, pp. 187-201.

Ferrada, Donatila, Villena, Alicia, Catriquir, Desiderio, Pozo, Gabriel, Turra, Omar, Schilling, Caroll & Del Pino, Miguel (2014), Investigación dialógica-kishu kimkelay ta che en educación, Revista de Estudios y Experiencias en Educación, vol. 13, núm. 26, pp. 33–50.

Ferrada, Donatila (2012), Construyendo escuela, compartiendo esperanzas. La experiencia del proyecto Enlazando Mundos, Santiago, RIL Editores.

Freire, Paulo & Schor, Ira (2000), Medo e ousadia: o cotidiano do profesor, Rio de Janeiro, Paz e Terra.

Freire, Paulo (1970), Pedagogía del oprimido, Montevideo, Tierra Nueva.

Fulmer, Sara & Turner, Julianne (2014), The Perception and Implementation of Challenging Instruction by Middle School Teachers: Overcoming Pressures from Students, The Elementary School Journal, vol. 114, núm. 3, pp. 303-326.

Gayá Wicks, Patricia & Reason, Peter (2009), Initiating action research: challenges and paradoxes of opening communicative space, Action Research, vol. 7, núm. 3, 243-262.

George-Nascimento, Joao. (2015), La Didáctica Dialógica: Construcción Intersubjetiva de la Didáctica Enlazando Mundos con Inteligencias Múltiples, por una Comunidad de Investigación en un Aula Combinada de Escuela Básica Rural, Tesis de maestría, Concepción, Universidad Católica de la Santísima Concepción, (Chile).

Guba, Egon & Lincoln, Yvonna (2012), “Controversias paradigmáticas, contradicciones y confluencias”, en Norman Denzin & Yvonna Lincoln (Eds.) Paradigmas y perspectivas en disputa, Barcelona, Gedisa, pp. 38-78.

Hardman, Jan (2019) Developing and supporting implementation of a dialogic pedagogy in primary schools in England, Teaching and Teacher Education, vol. 86, pp. 1-14.

Heron, John & Reason, Peter (1997), A participatory inquiry paradigm, Qualitative Inquiry, vol. 3, núm. 3, pp. 274-294.

Kim, Min-young & Wilkinson, Ian (2019), What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk, Learning, Culture and Social Interaction, vol. 21, pp. 70–86.

Marks, Helen (2000), Student engagement in instructional activity: Patterns in the elementary, middle, and high school years, American Educational Research Journal, vol. 37, núm. 1, pp. 153–184.

Martins-do-Carmo-de-Oliveira, Andressa & Massot-Madeira-Coelho, Crisrtina (2020), Subjective development process as a path to school learning: the classroom as a dialogic relational context. Studies in Psychology, vol. 41, núm. 1, pp. 115-137.

Matusov, Eugene (2009), Journey into the dialogic pedagogic, New York, Nova Science Publishers, Inc.

Mendelowitz, Belinda & Lazar, Karen (2020), Even if it’s my story it can have your touch: using dialogic processes as an entry point to a culturally responsive writing pedagogy, English in Education, vol. 54, núm. 1, pp. 27-40.

Gobierno de Chile-MINEDUC (2018), Bases Curriculares Primero a Sexto Básico, Santiago de Chile, MINEDUC.

Parr, Alyssa; Amemiya, Jammie & Wang Ming-Te (2019), Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices, Educational Psychology, vol. 39, núm. 5, pp. 636-658.

Resnick, Lauren, Asterhan, Christa & Clarke, Sherice (2015), Introduction: Talk, learning, and teaching, In Lauren Resnick, Christa Asterhan & Sherice Clarke (Eds.), Socializing intelligence through talk and dialogue, Washington, DC, American Educational Research Association, pp. 1–12.

Riquelme, Sebastian (2013), El desarrollo de la habilidadad cognitiva de comprensión en la enseñanza de la historia y las ciencias sociales desde la pedagogía dialógica Enlazando Mundos, Tesis de licenciatura, Concepción, Universidad de Concepción (Chile).

Shirkhani, Fatemeh; Jamali, Ali; Feilinezhad, Nabieh (2015), Bakhtinian Dialogic Concept in Language Learning Process Procedia, Social and Behavioral Sciences, vol. 205, pp. 510 – 515.

Snell, Julia & Lefstein, Adam (2018), Low Ability, Participation, and Identity in Dialogic Pedagogy, American Educational Research Journal, vol. 55, núm. 1, pp. 40–78.

Vrikki, Maria; Wheatley, Lisa; Howe, Christine; Hennessy, Sara & Mercer, Neil (2019), Dialogic practices in primary school classrooms, Language and Education, vol. 33, núm. 1, pp. 85–100.

Ward, Irene (1994), Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy, New York, State University of New York Press.