This article examines the interactions that occur in Dialogic Literary Gatherings (DLG), a cultural activity in which low literate adults read and debate classic literature. To respect the principle of egalitarian dialogue, participants agree on how to communicate and reflect on their communicative patterns. We analyse the actual interactional behaviour of participants and the pragmatic traits that evidence how this principle is implemented by identifying dialogic and power interactions in connection to (Im)politeness. This study shows the influence of the situated genre (DLG) over status in the prevalence of politeness and how the participants use polite mitigation strategies that favour dialogue in the conversation, regardless of the participants' position.
In the theories of communication and information, the way in which many audiovisual products have linked violence to sexual-affective relationships has been analyzed, especially using quantitative methodologies. The way in which such audiovisual products, which are a key socializing agent for teenagers, have an influence on teenagers’ sexual-affective relationships has also been analyzed. However, alternative audiovisual products also exist; such products mostly link attraction to egalitarian and nonviolent relationships. The present study aims at contributing to overcoming the attraction to violence that some audiovisual products might generate, therefore preventing gender violence among teenagers. With this purpose, this article provides a way of analyzing the impact that alternative audiovisual products have on teenagers’ sexual-affective desires using communicative methodology.
En este artículo se presenta el impacto social que tiene una Actuación Educativa de Éxito (AEE) como las Tertulias Literarias Dialógicas en la vida de niños y niñas para, además de contribuir a mejorar sus resultados de aprendizaje, favorecer la convivencia escolar. En un contexto con una alta presencia de diversidad religiosa y cultural se trata de un impacto de gran relevancia dado que contribuye a la superación del prejuicio tanto en su dimensión racional como especialmente en su dimensión emocional. Los resultados que se presentan en el artículo proceden de una investigación financiada por la Dirección de Asuntos Religiosos del Gobierno Catalán donde se ha llevado a cabo dos estudios de caso en centros educativos que implementan AEE lo que ha permitido identificar aquellos elementos que permiten llevar a cabo un Diálogo Interreligioso. En las Tertulias Literarias Dialógicas se puede observar como las condiciones sobre las que se sustenta permite un diálogo igualitario basado en la validez de argumentos, la igualdad de las diferencias y la solidaridad. Estas condiciones favorecen el conocimiento mutuo y el acercamiento empático hacía el otro, convirtiéndose así en una herramienta eficaz para desactivar el prejuicio.
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