The Paths for the Construction of a Dialogic Curriculum in EJA: A Critical Communicative Investigation on Pedagogical Practices in the La Verneda-Sant Martí Learning Community

• Grant number: 25/22577-5
• Support Opportunities: Scholarships abroad - Research Internship - Master's degree
• Start date: March 02, 2026
• End date: August 28, 2026
• Field of knowledge: Humanities - Education - Curriculum
• Principal Investigator: Diego Corrêa Maia
• Grantee: José Diogo de Oliveira Gomes
• Supervisor: Javier Diez-Palomar
• Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
• Institution abroad: Universitat de Barcelona (UB), Spain
• Associated to the scholarship: 25/02844-9 - The Paths to the Collective Construction of a Curriculum of Knowledge and Practices for Youth and Adult Education, BP.MS

Abstract

This Research Stay Abroad project (BEPE) is articulated with a larger research project, titled "The Paths for the Collective Construction of a Curriculum of Knowledge and Practices for Youth and Adult Education". Its objective is to broaden the scope of the ongoing research in Brazil through the investigation of the curricular and pedagogical organizational dynamics of the La Verneda-Sant Martí Learning Community, and the identification of the structures and instruments that ensure the project's democratic and dialogical functioning. The community in question is internationally recognized as a participatory, pluralistic, and democratic educational experience, whose structure is based on Dialogic Learning and is operationalized through Successful Educational Actions (SEA). Based on a qualitative approach, the proposed study will use the Critical Communicative Methodology as the theoretical-methodological framework that will guide the research approach adopted throughout the stay. From this framework, Communicative Discussion Groups, Communicative Observation, and Everyday Life Stories will be conducted as ways to identify and understand, from the subjects' perspective, the practices that promote dialogicity within the Learning Community and the pathways for their incorporation not only in the school where the main research is conducted, but in the educational modality as a whole.