Contribuciones de las Tertulias Literarias Dialógicas en la construcción de las y los estudiantes como sujetos políticos

Dialogic Literary Gatherings (DLG) are one of the Successful Educational Actions implemented in Learning Communities that has shown to be beneficial to achieve improvements in instrumental learning and also at a social level, however, its relationship with the formation of political subjects has not yet been sufficiently explored. This article presents research on the contributions of Dialogic Literary Gatherings in forming students as political subjects from a qualitative case study in the Coquimbo Region, Chile. The communicative methodology was adopted, and communicative stories of daily life were made with primary school students, also non-participant observations in Dialogic Literary Gatherings were conducted. The findings show that the students have learned about the right to participate, respect different opinions, and carry out a critical analysis of reality, these learnings align with the capacities that the literature has identified as a contribution to the formation of political subjects. It is concluded that through Dialogic Literary Gatherings, students position themselves as creators of their own reality, transforming the daily relationships they establish with their closest environments.