El talento: una construcción en y desde la pedagogía dialógica

Abstract

This paper addresses a relational concept of talent. We provide an argument-based discussion of traditional notions of talent and confront them with relational and dialogic notions, in order to assess their possibilities and limitations in the educational field. This critical approach uses several conceptual and empirical contributions from the perspective of pedagogy and dialogic interaction. The goal is to recognize the existence of a plural subject, as opposed to a uniform, structured or crystallized subject. The plural subject acts in and through the discursive dialogical encounter with a talented other, in the plurality of voices uttered by the interacting agents-in the pedagogical sense to be illustrated in this paper-. We question the notion of effective teaching decontextualized from the conditions, predispositions, and critical field of the classroom in which the micro-genesis of academic inequalities of the interacting parties is being played.