Aubert, Adriana; Flecha, Ainhoa; García, Carme; Flecha, Ramón; Racionero, Sandra (2008). Aprendizaje dialógico en la Sociedad de la Información. Barcelona: Hipatia Editorial. ISBN: 978-84-936743-0-4

Hegemonic conceptions of learning in our classrooms and our books were written in and for industrial societies that no longer exist. In the eighties, it was presented a constructivist conception of meaningful learning, which had been finalized in 1962, and therefore it could not solve the problems that we face in the informational and dialogical societies started in the seventies. Some will expect to deepen the dialogical conceptions of learning when we will have passed the societies for being built. The intention of this book is to help that this time we come on time. We must take advantage of the many fruitful contributions made by past conceptions of learning (traditional, meaningful, cooperative), but we also need to know to place them in current conceptions of learning.

The children deserve the best. Today we know that learning depends on all their interactions, both in the classroom and at home. Today we know that the agreement between families and schools is much more relevant than other aspects that had previously given importance. Conceptions of learning need to help coordinate the actions of professionals, families, environments, communities and the boys and girls.

Those who have written this book are leading Include-ed, the larger research in education conducted so far in the European Research Framework Programmes. Sandra Racionero is a PhD from the University of Wisconsin-Madison, the first ranking in Educational Psychology. Ainhoa Flecha is Professor of Sociology at the Autonomous University of Barcelona. Carme Garcia is professor of Education at the University Rovira i Virgili of Tarragona. Adriana Aubert is Professor of Sociology at the University of Barcelona. Ramon Flecha received the title of Doctor Honoris Causa by the University of Timisoara, as a proposal from the Faculty of Psychology and Sociology.

Jerome Bruner, when Freire died, sent the following mail to the author and authors of this book: “He was a brave and visionary. He made us aware of our absurd cruelties, and now the challenge for all of us is to do something with them.” The theory and practice of dialogic learning are being used to overcome cruelty that affects girls and boys of all conditions and to advance excellence in learning for everyone.


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