A challenge: understand what is dialogical method

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What is Liisa trying to teach me ? I asked me in my first class about Dialogic Metod. First, I thought it was verbal interaction according to linguistic studies. It was not what I had thought ( rsrsrs)…My biggest confusion was the concept of the word “Dialogue” that time. The word “dialogue” should have another name in this context, I think – rsrsrsr.

Now, after some reading, I have understood that  this metod goes far beyond what is proposed in the  verbal interaction (in linguistics), but they are elements which complement and support one another.  Verbal interaction has many purposes, but its main function is relaying a message to one or more recipients. It encompasses everything from simple one-syllable sounds to complex discussions and relies on both language and emotion to produce the desired effect. It can be used to inform, inquire, argue and discuss topics of all kinds. It is vital to teaching and learning, as well as forming bonds and building relationships with other people.

Dialogical method it is cooperative activity of reflection, transformation and sharing of idea. Turn into new ideas through collective reflections in the conversation. On the other hand, a methodology that enables people “thinking and learning together”.  it is not an instrument that allows people to defend and maintain their positions, as takes place in the discussion and argumentation. The dynamics of the dialogue is focused on connections, collective reflection, mutual education and sharing pont of view. We can not forget that educational practice can be derived from our observations and reflection of real life.

In class, we have discussed that dialogue is “learning to listen” too. The person needs to be heard without being interrupted, either to agree or to disagree with what he says. Besides that, the silence – individual or collective – also is part of the dialogue. It is important to understand what the speech, silence or body language means in human communication.

According Gorden (1980), there are four basic modes of non-verbal communication:
Proxemics (Proxemic communication is communicating with others by virtue of the relative positioning of your bodies- You can use physical space to communicate many different nonverbal messages, including signals of intimacy and affection, aggression or dominance.), Chronemics (the use of stimulation of speech and the silence duration in conversation), Paralinguistic (all variations of volume, tone and voice quality that accompany the speech – When we speak, other people “read” our voices in addition to listening to our words- Think about how someone’s tone of voice, for example, can indicate sarcasm, anger, affection, or confidence.) and  Kinesics ( This type of nonverbal communication includes your posture, bearing, stance, and subtle movements – Facial expressions – Eye contact ).

The ability to understand and use nonverbal communication, or body language, is a powerful tool that can help you connect with others, express what you really mean, and build better relationships.


GORDEN, R. L. Interviewing strategy, techniques, and tactics.Homewood, IL: Dorsey. 1980.

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A quick linguistic reflection

Nowadays, with the technologies, reading is a semi-public performance. The reading, more than ever, become a transmissible , dialogic and performative act. It is not a private and receptive act. These interactions are more explicit when we observe that the authors / readers are more visible through technology. See an exemplo:


Lessons From Finland: What Educators Can Learn About Leadership


The following is an excerpt from Teacherpreneurs: Innovative Teachers Who Lead But Don’t Leave, by Barnett Berry and Ann Byrd, and Alan Wieder. This excerpt focuses on how educators in Finland see themselves as leaders.

Noah Zeichner and Lori Nazareno, American teachers, were at the Finnish Lessons conference in Seattle as well, and we all had a school reform conversation with Marianna that pushed our thinking about the propsects for teacher leadership and teacherpreneurism in the United States. As a former communication expert who now has taught for eight years, Marianna drew on her experiences both as a media consultant and a public school teacher in defining her vision for the teaching profession. See the article HERE

Mobile Learning: A rhizomatic learning

By Giselda  Costa

For our study, this notion of types of learning mean the metaphor a biological rhizome, where in the stem of a plant takes root , each of which may become a new plant (see Figure 1). Rhizomes do not have begin or different order, grow and spread of a nomadic way, as the learning process. Today, the rhizomatic learning has become more available because the development of mobile technologies.

Learning with mobile technology can be viewed as an example of rhizomatic learning.  M-learning as a rhizome, for us, it is the way  unpredictability, the connection and the flexibility of learning because learning is a casual, dynamic process, without limitation, unpredictable, adaptive and nonlinear. Mobile learning is not only a way. There are many ways to use mobile devices to support students and in control of your own learning.

The concept of rhizome as a metaphor  was developed by Gilles Deleuze,a French philosopher and Felix Guattari, a French psychiatrist and political activist. This concept was developed in their book “A Thousand Plateaus”, which was published in 1980. This book is designed as experience in schizophrenic and nomadic thought, but caught the attention of some educators who see the rhizome as a useful metaphor used to describe the learning complexity, especially in technological environments. Thus, the rhizomatic learning is a metaphor for how we learn. According to Sanford al. (2011), the rhizome process refers to the interconnection of ideas and exploration without limits various educational and technological models, whereas all technologies have their own qualities that can be difficult to modify or ignore. This means for us a mixing our link of learnings: formal, non-formal and informal.

Photo by Valdenia Sampaio

Photo by Valdenia Sampaio

See my article in Portuguese here Encipro- artigo – 2014

DELEUZE, G.; GUATTARI, F. A Thousand plateaus capitalism and Sshizophrenia.London: Continuum, 1980.
SANFORD et al. There’s no fixed course: rhizomatic learning communities in adolescent videogaming, loading. 2011. Disponível em:
< http://journals.sfu.ca/loading/index.php/loading/article/view/93&gt;. Acesso em: 05 de jan.2012.