Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile

Scientific literature has shown that student participation has been mainly directed and instrumentalized by adults in schools, which implies a passive role for students. However, the research shows the existence of educational processes that encourage student participation through dialogue in Learning Communities. The aim of this article is to demonstrate the positive effects of dialogic learning through egalitarian dialogue on primary student participation in two Learning Communities in the Coquimbo Region. A qualitative case study with communicative methodology was employed. The data were collected using two techniques: communicative daily-life stories and communicative discussion groups. Results indicate that egalitarian dialogue enables students to participate in their learning processes, reach collective agreements, and engage in decision-making. It is concluded that dialogic learning positively affects student participation through egalitarian dialogue in the schools analysed. • Research shows the existence of educational processes that encourage student participation in Learning Communities. • Egalitarian dialogue has created opportunities for all students to participate equally, recognizing their capabilities. • Students participate in processes of learning, generation of agreements, and decision-making in their schools. • Dialogic learning positively affects student participation through egalitarian dialogue in the schools analysed.