LA COMUNICAZIONE ISTITUZIONALE COME DIALOGO: UNO STUDIO IN AMBITO SCOLASTICO

Classroom interactions reflect a number of cultural presuppositions which characterise education systems and create expectations regarding role performances and correctness of cognitive performances. In education systems, interactions reproduce these presuppositions through specific linguistic cues. Some authors consider these presuppositions as obstacles for children’s active participation, and suggest that children’s participation can be promoted though adults’ dialogic actions which can change the culture of education systems. This research focuses on the meanings of such dialogic actions and the ways they may change mainstream cultural presuppositions in the classroom. It analyses interactions in primary and secondary schools showing ways in which mainstream educational presuppositions hinder and inhibit dialogue achievement and highlighting the presuppositions, and consequences of dialogic actions. Affective expectations and consideration for children as individual personae are observed as the bases of dialogic actions and are analysed through linguistic actions like confirmation and support, formulation, perception checking, self-narration, expression of appreciation