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

Autor/inn/en	Hernández Cote, Alejandra Carolina; Portilla Flórez, Luis Ramiro; Hernández Gamboa, Blanca Lucila
Titel	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
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022) 3, S.367-384 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hernández Cote, Alejandra Carolina) ORCID (Portilla Flórez, Luis Ramiro) ORCID (Hernández Gamboa, Blanca Lucila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	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; Colombia + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Learning process; Lernprozess; Educational theory; Theory of education; Bildungstheorie; Lernleistung; Schulerfolg; Conflict solving; Konfliktlösung; Konfliktregelung; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Club; Klub; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritisches Denken; Denkfähigkeit; Organisationswandel; Sozialer Wandel; School year 07; 7. Schuljahr; Schuljahr 07; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Sozialer Unterschied; Ausland; International organisation; International organisations; International organization; Internationale Organisation; Kolumbien
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01