ABSTRACT
The objective of this chapter is to identify the main thematic trends in the area of dialogic education in Ibero-American countries: Spain and Portugal, as well as the countries that speak Spanish or Portuguese (de jure or de facto) in the Americas. First, we are interested in the methodological approaches that guide research studies in this field. Second, we describe the nature of educational dialogue concerning two questions: Who is involved in dialogue? And how do they talk to each other? Third, we are interested in identifying the communicative processes involved in the learning trajectories and the processes of identity formation of participants. Finally, in the analysis we aim to recognize ideological positions that support the implementation of dialogic educational models, their usefulness and possible forms of resistance.
