B.06. Dialogic Teaching in Education: Practices, Languages, and Conditions for Democratic Learning

This panel explores dialogic teaching as a pedagogical and curricular orientation capable of sustaining democratic education, understood not as ideological positioning but as daily practice of participation, shared meaning-making, and collective inquiry within educational communities. Drawing on Freire’s conception of dialogic pedagogy as an emancipatory process that problematizes reality and nurtures critical consciousness, the panel invites contributions investigating how dialogic learning can become a generator of curricular, cultural, and relational transformation. Dialogic inquiry, classroom discussion formats, collaborative knowledge building, and forms of emergent curriculum constitute powerful devices for structuring democratic encounters in learning environments. However, research shows that educators often experience dialogic interactions as difficult to manage: conversations may appear unpredictable, cognitively demanding, and hard to reconcile with pre-defined curricular expectations. These tensions highlight the need for professional competences, organisational conditions, and design tools that enable teachers to sustain dialogic practices while maintaining coherence with institutional frameworks. Given the central role of language in the vygotskian perspective — as cultural tool, mediator of thought, and potential barrier to inclusion—the panel explores how linguistic repertoires shape participation, agency, and power relations. We invite contributions that address transversal literacies, multilingual contexts, culturally responsive pedagogies, and the role of narrative, disciplinary, and everyday languages in fostering or constraining democratic dialogue. The panel aims to gather empirical studies, theoretical reflections, and practice-based innovations that explore dialogic inquiry as a way to reimagine pedagogical routines, assessment cultures, and curriculum design as spaces of autonomy, participation, and shared responsibility, positioning educational contexts as laboratories of democracy in action.