Edukacja dialogowa a kontekst kulturowy szkoły w tle koncepcji Jerome’a S. Brunera. Spotkania ze światem kulturowo różnym w klasie szkolnej

Abstract

: The article is theoretical and is a reflection on the cultural context of school, including Jerome S. Bruner’s concept. The existing research on the Pol-ish school and the multiculturalism of its students indicates its various models and the need for dialogue education. This leads to determining how learning in a multicultural school co-occurs with its discourse. The theoretical analysis of the problems raised in the article concerns the role of contemporary school and its meetings with a culturally different world, a place of intercultural dialogue and dialogue learning. Based on the concept of J.S. Bruner, the article is an attempt to determine the importance of various habituses of school education participants and their impact on the development and culture of school itself. The theoretical issue is also the reproduction of the “majority” culture in the school education process and the students constructing knowledge about the world, giving it meaning in conditions of cultural diversity. The idea of dialogue education with J.S. Bruner’s concept and its theoretical contexts were compared with some ex-amples of educational practice and the school reality.