De los actos comunicativos de poder a los actos comunicativos dialogicos en las aulas organizadas en grupos interactivos

Abstract

Interactive groups is the form of classroom organization that is quite successful in Europe in terms of overcoming school failure and coexistence problems. The analysis carried out in the INCLuD-ED project identified that one of the keys to this success was the continuous replacement of power-related communicative acts, which are typical of traditional classrooms, with dialogic communicative acts. The power-related communicative acts, which affect students or excluded from ordinary classrooms or placed in compensatory education classes or removed from mainstream areas of other forms of educational segregation, are transformed into dialogic communicative acts in groups based on egalitarian dialogue (which involves the conditions Of sincerity and consensus). This article develops the provious argument through an in-depth analysis of educational actions linked to school failure and based on power-related communicative acts, in which there is a predominance of power-related interaction. Special attention paid to power-related communicative acts in segregationist practices that affect students belonging to vulnerable groups. Moreover, interactive groups are studied as a successful educational action in which dialogic interaction predominates, based on egalitarian dialogue. Consequently, the greater impact on an improvement in educational outcomes can be achieved using this form of organization. As a result of our analysis, the main elements which explain the link between power-related communicative acts and school failure,