O dialogismo: sequencialidade, posicionamento, pluralidade e historicidade na análise da prática educativa

Using the seminal ideas of Bakhtin and Voloshinov, in this article I describe the construction of a dialogical position towards the research of educational practices, as well as the possibility of constructing a pedagogical model, which privileges four key aspects that, I argue, are part of dialogism: sequentiality, positioning, plurality, and historicity. Sequentiality: Meaning is a product of the sequential negotiation of what every talking turn projects in interaction. Positioning: All social participation constructs a position for the speaker and for the other participants in a conversation. Plurality: Dialogue involves acknowledging other mindsets, other voices. Historicity: School curriculum invokes a history of development of a disciplinary conversation. In each case, I describe with examples how the previous concepts are used for the research and analysis of educational * Originalmente publicado por FERNÁNDEZ-CÁRDENAS, J. M. El dialogismo: secuencialidad, posicionamiento, pluralidad e historicidad en el análisis de la práctica educativa. Sinéctica. Volumen 43, 2014 p. 183-203. Os editores da Revista Triângulo e a tradutora agradecem ao autor e à Revista Sinéctica pela autorização para publicação da tradução em língua portuguesa. Revista Triângulo ISSN 2175-1609