(Multiple) types of collaboration: implications for our understanding of dialogue and the development of participants development
Paper in a Symposium (Symp)
4:20 PM, Thursday 31 Aug 2017 (30 minutes)
Convention Center - 204 A
Based on Vygotskian discussions, the second presenter, Cecília C. Magalhães (Pontifical Catholic University of São Paulo, Brazil) discusses “(Multiple) types of collaboration: implications for our understanding of dialogue and the development of participants development”. The focus is on the variety of different views of collaboration usually presented or aspired to in school contexts. The paper outlines the main characteristics and assumptions of these views in relation to their role in maintaining or transforming pedagogical and social values and examines, in particular, the ways in which linguistic communication is organized in different schools to contribute to such value-transforming collaboration. The paper argues that the different ways of organizing linguistic communication in support of collaboration may enable either (a) a “comfortable” relationship (Fullan) based on a culture of individualism that cannot break through professional alienation, since teachers, principals, and students are isolated and reciprocally neglected, or (b) as ‘Critical Collaboration’ - a construct central to this presentation - which is grounded in the collective experiences by which human beings are constituted and constantly transformed and, at the same time, actively transform their contexts of action. The language of Critical Collaboration is thought to describe a process of building with others, working together in understanding and transforming themselves, others and the world (Magalhães). This has been the basis for the work developed by the Research Group ‘Language in Activity in School’ since Magalhães’ Doctoral dissertation in 1990. In this type of research, the role of critical collaboration emphasizes the process of participation in the construction of new possibilities of becoming.