Communication and education in institutional spaces : dialogue committed to social reality.

Abstract

Aiming at providing elements to an alternative view of the meaning and range of proposals from the social scenario, mostly a one way process , this study discusses the communicational process observed in small social spaces that make up contemporaneity, seen not only as territorial surfaces but also as spatialities defined by the recent technological communication systems. From this perspective, it also tries to identifythe participants’ actions that have either made dialogical communication impossible or favored it, in order to help overcome the “single thought” myth based on the principle of the irreversibility of global capitalism. Therefore, it is necessary to understand (a) that communication and education, though distinct from each other, are interrelated and function together, constituting areas of social intervention, and (b) that dialogicityin communicative processes enable cohesion among communicating subjects and strengthen their wareness of belonging to a social group,and that as a collectiveness, they should share the same principles of identity that guide their ideas. Thus, this paper presents the thesis that the process of interpersonal communications of dialogicity within institutional spaces generates alternative ways of intervening on social reality that maycontribute to overcome the “single thought” myth inherent to the ideas of globalization.