Dialogue as a pedagogical mediation tool to strengthen textual production

Abstract

Human beings, from birth, go through different circumstances and experiences that mediate their reality. For this reason, in terms of the development of communication skills, it is a priority to find a meeting point that allows you to express yourself and feel close to the rest of your colleagues. Therefore, according to what was investigated, it is proposed as a pedagogical practice that this meeting point should be dialogue, which is only possible if the characteristics of planning and mediation strategies are flexibility and relevance. In this way, in the pedagogical mediation that is proposed, teacher and students are close, kind, harmonious people and committed to collaborative learning. Consequently, communication skills are strengthened and students become emissaries of dialogue as a condition of the educational act. In the step by step of the proposal, we worked first with the reading of a novel. Next, a dialogue work was carried out through fragments of the literary text, which have as one of their main strengths generating conversation, so that reading comprehension can be invigorated from these selected fragments. Next, the students built a conversation space from a new textual quote (more concrete and conducive); this activity was combined with the support of virtual platforms for group interaction. Students shared ideas with peers and listened to those expressed by others. Subsequently, based on the shared dialogue, topics of interest to write were defined and finally, all this knowledge and experiences materialized in a robust written production of ideas and arguments, through the structure of planning, writing, reviewing and reworking the document. written text. In this way, the proposal for mediation in class managed to link the development of communication skills in the field of reading comprehension, listening, orality and written production. In this sense, it is essential to highlight that dialogue was the didactic strategy through which students generated argumentation exercises, as part of this linked development of communication skills.