Institut de Ciències de l’Educació. Universitat de Barcelona
Abstract
The article tries to share an experience, reaching critical theory and dialogic learning, linking theory and practice in order to match learning and the formation of a critical citizenry. Dialogic reading proposes the creation of intersubjective meaning of the text linking the academic culture and popular culture, understanding of reading as a process of socialization in reading and making sense of the culture to the participants. It also shows how the use of virtual classrooms multiply the possibilities for creating shared knowledge through classroom as a learning community of ownership and giving voice to the experience of student
