La influencia de las tertulias dialógicas en la universidad y funciones psicológicas de orden superior
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2021-06-18
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Hipatia Editorial
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La siguiente investigación pretende indagar en el impacto de las Tertulias Dialógicas en el ámbito universitario y en los modelos significativos de conversación que pueden desarrollarse a través de estas.Con este fin, se han desarrollado dos Tertulias Literarias Dialógicas y cuatro Tertulias Pedagógicas Dialógicas en dos grados diferentes de la Universidad de Deusto (Bilbao).En cuanto a los resultados, se ha apreciado una estrecha relación entre los temas derivados de los libros trabajados y los intereses de los alumnos. Igualmente, se ha podido comprobar que los alumnos desarrollan más funciones cuanto mayor es la práctica de las tertulias.Por lo que se concluye que las Tertulias Dialógicas resultan efectivas a la hora de conectar cuestiones sociales con la vida personal de los participantes, y en su desarrollo cognitivo, lo que ayuda a un desarrollo integral de la persona.
The following research aims to explore the impact of Dialogical Gatherings in University Education and the significant models of conversation that can be developed through them. To this end, two Dialogical Literary Gatherings and four Dialogical Pedagogical Gatherings have been developed in two different grades of the Deusto University (Bilbao). The methodology developed during the research has been mixed, combining qualitative and quantitative analysis. For this purpose, information has been obtained from reliable sources and the scientific observation and analysis of the Dialogical Gatherings have been undertaken. As for the results, a close relationship between the themes derived from the books and the interests of the students was observed. Likewise, it has been possible to verify that the students develop more Higher Order Psychological Functions the more the gatherings take place. Therefore, it is concluded that the Dialogical Gatherings are effective in connecting social topics with participant’s lives and in their cognitive development, which helps to achieve a comprehensive development of the person.
The following research aims to explore the impact of Dialogical Gatherings in University Education and the significant models of conversation that can be developed through them. To this end, two Dialogical Literary Gatherings and four Dialogical Pedagogical Gatherings have been developed in two different grades of the Deusto University (Bilbao). The methodology developed during the research has been mixed, combining qualitative and quantitative analysis. For this purpose, information has been obtained from reliable sources and the scientific observation and analysis of the Dialogical Gatherings have been undertaken. As for the results, a close relationship between the themes derived from the books and the interests of the students was observed. Likewise, it has been possible to verify that the students develop more Higher Order Psychological Functions the more the gatherings take place. Therefore, it is concluded that the Dialogical Gatherings are effective in connecting social topics with participant’s lives and in their cognitive development, which helps to achieve a comprehensive development of the person.
Palabras clave
Aprendizaje dialógico
Tertulias pedagógicas dialógicas
Tertulias literarias dialógicas
Funciones psicológicas de orden superior
Educación universitaria
Dialogic learning
Dialogic pedagogical gatherings
Dialogic literary gatherings
Higher order psychological functions
University education
Tertulias pedagógicas dialógicas
Tertulias literarias dialógicas
Funciones psicológicas de orden superior
Educación universitaria
Dialogic learning
Dialogic pedagogical gatherings
Dialogic literary gatherings
Higher order psychological functions
University education
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Fernández Ortube, A., Hernando Moreno, I., & Marauri Ceballos, J. (2021). La influencia de las tertulias dialógicas en la universidad y funciones psicológicas de orden superior. REMIE: Multidisciplinary Journal of Educational Research, 11(2), 152-177. https://doi.org/10.17583/REMIE.0.6182