LANGUAGE TEACHING FROM A DIALOGIC AND INTERCULTURAL PERSPECTIVE:

Theoretical and practical contributions

Abstract

This article aims to analyze the contributions of dialogic studies and interculturality to language teaching, highlighting points of theoretical convergence and practical implications. In this regard, we emphasize the importance of Bakhtin's and the Bakhtin Circle’s perspectives to foreground the dialogic and polyphonic nature of culture, where multiple voices and perspectives dynamically coexist, fostering significant exchanges and mutual enrichment among subjects. The theoretical and methodological framework is based on a bibliographic study grounded in the articulation between concepts from the dialogic theory of discourse (Bakhtin, 2016, 2017; Volóchinov, 2017) and reflections on interculturality (Canclini, 2005, 2006; Candau, 2016). The studies indicate that, in educational contexts, concepts such as dialogism, alterity, and interculturality reinforce the notion that learning is a collaborative and interactive process, marked by the confluence of diverse cultures and worldviews, which engage in dialogue and mutually enrich the educational process in pursuit of a responsive, critical, democratic education committed to the formation of plural and socially engaged subjects.