Egalitarian Dialogue and Solidarity
Solidarity feeds dialogue, but at the same time, egalitarian dialogue, as essential communication, must underlie any act of solidarity (Freire, 1970). That is why, egalitarian educational practices must be grounded in conceptions of solidarity (Flecha, 2000, p. 20).
The emphasis of dialogic learning on solidarity as the wheel that drives this perspective on education can be evidenced in the Learning Communities. For instance, in the School for Adults La Verneda-Sant Martà (Sánchez, 1999; Flecha, 2000) all the activities are open to anyone from the community and the city, and are also deeply integrated in the neighborhood. Because of discussing books from the classic literature through dialogic learning, the dialogic literary gatherings help improve the lives of the participants in the gathering but also of other people in the school and the neighborhood, when for example some participants in the gathering take part of different committees of the school that plan actions of social transformation in the neighborhood, the city and beyond.
In this sense, solidarity is not only understood as an act for identifying and denouncing problems, but also as means to solve them. Solidarity does not only imply denouncing the process of dehumanization, but also announcing the dream of a new society (Freire, 2001). In this regard, solidarity goes beyond rebellious attitudes that do not propose an alternative, and reaches a more radically critical and dialogical position that implies the transformation of oneself, institutions, and the world.
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