Estrategias dialógicas para el desarrollo de la competencia ciudadana: experiencias desde la Educación Primaria [Dialogic strategies for the development of citizenship competence: experiences in Primary Education]

Abstract

This paper presents the results of a longitudinal research carried out during one academic year with students of the 6th grade of primary education (n=45) at CPEIP Azpilagaña (Spain) to evaluate the effects of the periodic implementation of dialogical gatherings on the development of citizenship competence. A mixed methodology was used through technical action research with a cyclical, participatory and reflective approach. The results show a significant improvement in dialogical quality indicators, an increase in participation rates and a very positive perception on the part of the students. The research suggests that the periodic and continuous implementation of dialogic encounters is an effective methodology for the development of citizenship competence, by fostering a safe, democratic and inclusive space in which participation is encouraged, and a quality dialogue is produced that is positively perceived by the participants.  Este trabajo presenta los resultados de una investigación longitudinal realizada a lo largo de un curso académico con alumnado de 6º de Educación Primaria (n=45) del CPEIP Azpilagaña, (Pamplona, Navarra, España) con el objetivo de evaluar los efectos de la implementación periódica de tertulias dialógicas en el desarrollo de la competencia ciudadana. Se emplea una metodología de tipo mixto mediante investigación-acción de tipo técnico con una aproximación cíclica, participativa y reflexiva. Los resultados muestran una mejora significativa de los indicadores de calidad dialógica, el incremento de las tasas de participación y una percepción muy positiva por parte del alumnado. El estudio sugiere así que la implementación periódica y continuada de encuentros dialógicos constituye una metodología efectiva para el desarrollo de la competencia ciudadana al generar un espacio seguro, democrático y equitativo en el que se propicia la participación y se produce un diálogo de calidad percibido de manera satisfactoria por los participantes. Palabras clave: educación básica; competencias para la vida; educación ciudadana; participación social; comunicación interactiva.   Abstract: This paper presents the results of a longitudinal research conducted during one academic year with students of the 6th grade of primary education (n=45) at CPEIP Azpilagaña (Pamplona, Navarre, Spain) to evaluate the effects of the periodic implementation of dialogical gatherings on the development of citizenship competence. A mixed methodology was used through technical action research with a cyclical, participatory and reflective approach. The results show a significant improvement in dialogical quality indicators, an increase in participation rates and a positive perception on the part of the students. The research suggests that the periodic and continuous implementation of dialogic encounters is an effective methodology for the development of citizenship competence, by fostering a safe, democratic and inclusive space in which participation is encouraged, and a quality dialogue is produced that is positively perceived by the participants. Key words: basic education; life skills; civic education; social participation; interactive communication