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Gathering´s nets

Dialogic gathering, a space to dialogue freely and build social cohesion through multicultural interactions.

Photo of Gabriela Silva
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I am a.....

  • Volunteer in the "Learning Communities- Peru" Program

Tell us about your idea

In the beginning, the project was born as face- to- face proposal to extend- since the civil society-  the impact of the “Learning Communities- Peru” applying one of their “successful educational action” (SEA) called Literary Gathering. In summer (from January to February) I applied the methodology with 11 children from 5th to 6th of different elementary schools from my community in Piura, Peru in order to create multicultural interactions. After saw the impact I proposed to build a net of volunteers who take the action and replicate the methodology. 

The first experience was a pilot who showed me the power of the dialogic spaces. Thanks to a Literary Gathering the students freely choose the part of the read previously text that has most impressed them and then connects it with their own life, thus improving oral expression, argumentation, inference, and respect for the opinions of other pupils.

They have started to cultivate the habit of reading. For the first time, they are not forced to read, they feel free. The reasons for reading changed. They do not read for an exam that they are going to take or memorize data to mark the correct answer. They read to understand and share, with the certainty that their participation is unique, and, above all, it is not judged.

Due to COVID-19 the proposal was changed a lit bit. Now, by Zoom, the children from 4thto 6th of different elementary schools (public and private ones) of different parts of Peru are gathering to talk freely. The meetings are twice per week, one day they talk amid a literary gathering, and the other day the children have the opportunity to develop audiovisual, artistic, and even free gathering. The structure is the same, the moderator takes note of the order of the participation and approaches the dialogic between students asking for some comments.

Nowadays, the net is growing there is a volunteer who is replicating the action with children from 1st to 3rd of different schools of Lima, Peru. And, soon the action is going to be replicated with teenagers from different parts of Peru.

The methodology is simple but powerful and the students are demonstrating true interest because their assistant is not obligatory, they attend the sessions because they really want.

Thanks to gatherings the children have the space to connect with other students from other parts of Peru, they meet people over their schools and they value these spaces because they feel they have this space to read, to share, to relax, and to learn. The students are building a community with strong links because in every session they share their lives and genuinely listen to others. Also, it is a good way to improve their learning, they develop their communication skills and critical thinking. They are building democratic spaces through empathy. A small gathering aims to represent the Peruvian society. A Dialogic Gathering is a tool simple but inclusive that impact in all their participants even in the moderator.

Principals concepts:

- Learning communities Program- Peru.

The program promotes dialogic practices in Peruvian classrooms, for this the strategies of implementation of the theoretical-practical current have been used for school improvement. Furthermore, the approach is introduced deep learning to strengthen work from network schools.

-Dialogical approach:

Aubert, Flecha, García, and Racionero (2008) mention that there is a strong connection between dialogical processes and social change. For this reason, various authors insist on the importance of putting communicative interaction in all contexts in which children learn and develop in order to promote more and better learning, that is, dialogic interaction spaces between cultures inside and outside the classroom.

Dialogic Learning:

Dialogic learning is understood as that appropriation of knowledge, skills, and attitudes in which not only the teacher intervenes in their formal spaces but all members of the community or people with whom the student interacts (Aubert et al., 2011 )

What part(s) of the pre-COVID school system do you wish to leave in the past? Why?

I would like to leave in the past the dominated talk of the teacher and the lack of participation of the pupils. In Peru, Eguren, de Belaunde, and Gonzales (2019) observed from different elementary public schools that a lack of proactive participation from students, in other words, the intervention is asked by the teacher. Furthermore, the students have few opportunities to talk, the teacher domain the conversation, and most of the time the information isn´t deep. There are no spaces to develop their critical and creative thinking, the teacher just looks for a factual answer. Basically, teachers ask questions expecting just one and correct questions from the students. The teacher does not give the opportunity to build their own ideas neither share them. I wish the student had the opportunity to be interested in the content, attend the sessions of their class because they really want. I wish more main characters interested in their own education. I wish a climate that develops democratic coexistence and equity of opportunities.

Tell us a little bit about yourself and what inspired you to share this idea.

I am Gabriela Silva from Piura, Peru. I am 27 years old and I have been a volunteer in educational programs since I was 20

I trust programs that generate development. I would like to live as an agent of change through a proactive complaint. I dream of transforming society through my work. My interests are based on education, social innovation, and social responsibility.

My mantra is "In every child, I see a dream and in every dream a reason to work"

What region are you located in?

  • Latin America and the Caribbean

Where are you located?

Nowadays I am living in Piura, the city I was born and raised. The city is located in the north of Peru and its weather is really hot, all year is a warm place and it is a good option to take a rest. Piura as many of the departments of Peru has a coast and mountain range and even part of the jungle. It is a beautiful place, however, lately, it is one of the cities that are demonstrating irresponsibility, lack of education, and empathy in response to COVID-19 emergence. I know that people from Piura used to be warm as its climate, nevertheless, we have not been prepared. The behavior of my community is indicating the importance to focus on developing the main skills to build a democratic and educated society since school. I am trying to understand the situation as an opportunity to start again and better.


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