Intercommunicative practice in education: the Dialogical Coffee

Abstract

This article aims to describe, while justifying, the motivations, methodology, theoretical body and development of the intercommunicative educational project that was published, in its most popular version, at Dialogical Coffee. The informative data referred to in this practice report and the analytical material that focuses on the results, respectively, from memory records and notes relating to the implementation of the proposal. The intercommunicative action as a pedagogical project attempted to shift the educational experience of the students involved in it to the center of their consciousness, under three main allegations: that scientific concepts stem from a second root of thought with markedly independent from previous conceptual forms; the mistrust in the school’s prerogative to teach concepts directly; and the recognition that  adolescents' self-learning of scientific concepts does not completely deprive them of the most elementary conceptual forms as tools of thought. From these prerogatives intrinsically related to the recruitment of inner speech and the speech itself, of students in the midst of potentially ascending processes of conceptual genelarization, a rare approximation of everyday  communication networks at school with socially problematic curriculum programs was identified.