LEARNING COMMUNITIES: SEEKING MORE DIALOGIC RELATIONSHIPS AND MORE EFFECTIVE LEARNING TO EVERYONE

Abstract

The general theme of the present paper is the question of the interactions improvement and consequent learning which take place among and to all of those involved in the educational process through the Learning Communities project (LC). Particularly, we tried to identify and analyze, in a doctoral research, which the main improvements occurred among school, family and neighborhood were, as well as the improvement in the children’s learning at two schools inserted in the Learning Communities project for more than two years within different acting contexts: Brazil and Spain. Guided by the principles of Habermas’ communicative action and Freire’s dialogicity, this research was carried out based on the critical communicative methodology, which enables all the analysis process to be carried out along with the participants by highlighting the transforming factors and those which work as obstacles, as well as the improvement elements and proposals. The achieved results revealed that the LC project is presented as a dialogue and understanding proposal about a certain reality in order to build a school which will be able to assist everyone and establish a daily struggle for teaching quality. They also indicate that the project is an essential political and pedagogical change proposal to the school and its relations in order to obtain what is best for everyone’s education.