6. Dialoguing to transform the monological epistemology at the Pedagogical Institute From Barquisimeto

Abstract

The study was achieved under the documental review modality. Its purpose was to assess the epistemic dimension of dialogicity as a methodological tool for the transformation needed by the university. It is presented a reflection about the dialogic theory of education related to the conditions in which learning should be produced in classroom and open sets in the Pedagogical Institute from Barquisimeto. From this perspective we make an open criticism to the ways language, knowledge and the world are related in the university under certain trends of teaching and learning processes traditionally imparted though the monological epistemologies. The final reflections approach us to provisional truths as intent of transforming the monologist educative model and to present an emerging theoretical body of epistemological nature that place the dialogue as a dynamic, complex process that must start from the diversity of opinions, and lately, to establish the need of assuming that theory and communicative praxis are instances for legitimating knowledge in the educational context.