Diseño de una estrategia de comunicación desde la perspectiva del modelo de la pedagogía dialógica, en los procesos de investigación escolar de la Media Técnica en Conservación de Recursos Naturales, flora y fauna, grado 11-3, Institución Educativa Bolivariano, Caicedonia Valle del Cauca.

Abstract

Dialogic communication is undoubtedly a fundamental strategy to address education in the 21st century. Through it, argumentation, debate and consensus are promoted, aspects that every democratic society must promote to generate thinking, autonomous, critical and proactive people, who can facilitate the development and equity processes necessary to achieve a dignified life in all people. Thus, through this research, it is intended to implement a dialogic communication strategy from the perspective of Flecha and Ferrada (2008), as well as from the postulates of Habermas and Freire that she follows. The project covers three fundamental axes. The first axis seeks to carry out a selfinvestigation aimed at finding elements of dialogic communication in the participatory action research process, which are advanced in the technical medium, subject Conservation of Natural Resources Flora and Fauna, oriented in grade 11-3 of the educational institution Bolivariano, in the Municipality of Caicedonia, Valle del Cauca in coordination with the National Service of Learning SENA. The second axis seeks to incorporate some postulates of egalitarian dialogical communication, suggested by the Learning Communities, under the theoretical framework of Flecha and Ferrada (2008). The third axis tries to synthesize the information of the first two axes for the design of a dialogic communication strategy, taking into account the communication elements found in the first axis, but incorporating the 7 principles of egalitarian dialogic learning (Flecha, 1997).