Conference Program

Dialogic Literary Gatherings (DLGs) have progressively established themselves as one of the most impactful educational approaches for the promotion of linguistic development, critical reasoning, self-esteem, and social inclusion within diverse learning contexts. Rooted in a dialogic and participatory conception of education, DLGs are grounded in a solid theoretical framework drawing on the socio-cultural theory of Lev Vygotsky, the constructivist and narrative perspective of Jerome Bruner, the critical pedagogy of Paulo Freire, the theory of communicative action elaborated by Jürgen Habermas, and the dialogic learning framework systematized by Ramon Flecha. These theoretical contributions converge in emphasizing the centrality of dialogue, social interaction, and egalitarian participation as key drivers of cognitive and socio-emotional development. This paper provides a comprehensive analysis of the pedagogical foundations of DLGs, outlining their operational structure and methodological principles. Dialogic Literary Gatherings are structured around the collective reading and discussion of classical literary works, in which participants engage in egalitarian dialogue, grounding their contributions in textual evidence rather than hierarchical authority. Through this dialogic dynamic, knowledge is co-constructed, and the learning process becomes a shared endeavor that values plurality of perspectives, cultural diversity, and mutual respect. The article further synthesizes empirical evidence derived from large-scale European research initiatives, including INCLUD-ED, REFUGE-ED, and REVERS-ED. These projects, focused respectively on educational inclusion strategies, the integration of refugee children through effective educational and psychosocial practices, and the analysis of long-term trends in educational inequalities and successful interventions to reverse them, provide substantial data supporting the effectiveness of DLGs across heterogeneous socio-cultural contexts. The findings consistently indicate that dialogic practices contribute to measurable improvements in linguistic competencies, enhanced reading comprehension, and the development of higher-order thinking skills. Moreover, participation in DLGs has been associated with a significant reduction in cultural prejudices and stereotypes, fostering intercultural dialogue and strengthening social cohesion. The creation of non-violent, respectful, and inclusive educational environments emerges as a recurrent outcome, particularly in settings characterized by social vulnerability. Crucially, the evidence underscores the importance of comprehensive teacher training and the co-creation of educational activities among educators, families, and community members as determining factors for the sustainability and success of the initiative. In light of these findings, the article advocates for the broader dissemination and institutionalization of Dialogic Literary Gatherings as an evidence-based educational practice capable of addressing structural inequalities, promoting democratic participation, and nurturing active and critical citizenship within contemporary pluralistic societies.