We present an experience of the practice of Dialogic gatherings in two classrooms for 3 years. We intend to promote dialogue in the classroom, interaction among peers and with teachers and the social construction of knowledge in child education. In the field we have opted for a qualitative methodology, based on a case study. We highlight as research tools the journal, recording the development of the gatherings, with corresponding transcription, and participant observation. We will show conversations held during conversations conducted with 3-year-old students. After analysis of the data collected, we note that situations of dialogue have provided socialization, oral expression and interaction among peers and with the teacher, the arguments and the creation of meaning and knowledge-sharing.... [Leer más...]