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The increasing presence of and claim for dialogue in today"s society has already had an impact on the theory and practice of learning. Whereas in the past individual and cognitive elements were seen as crucial to learning, since about two decades ago, scientific literature indicates that culture, interaction and dialogue are the key factors. In addition, the research project of highest scientific rank and with most resources dedicated to the study of school education in the Framework Program of the European Union: INCLUD-ED shows that the practices of successful schools around Europe are in line with the dialogic approach to learning. This article presents the dialogic turn in educational psychology, consisting of moving from symbolic conceptions of mind and internalist perspectives that focus on mental schemata of previous knowledge, to theories that see intersubjectivity and communication as the primary factors in learning. The paper deepens on the second approach.

The critical communicative methodology has been developed by the Center of Research in Theories and Practices that Overcome Inequalities, CREA, as a research response to the dialogic turn of societies and sciences. It stresses that egalitarian dialogues between the scientific community and the lifeworld of the researched subjects are necessary to reach greater levels of social justice. For this dialogue to occur, the critical communicative methodology involves participants in all the stages, from the definition of the research questions until the interpretation and dissemination of results. In this article, we explain in depth the critical communicative methodology, its differences with other research approaches, the characteristics of the communicative organization of research studies, the communicative techniques for collecting empirical materials, and the communicative analysis. We also provide examples of the socio-political impact of Spanish and European research studies conducted with the critical communicative methodology to show the multiple ways through which dialogic research contributes to transform reality and improve the lives of the groups studied. The article is also a historical narrative that shows the ongoing development and impact of the critical communicative methodology over its now ten years of history.

Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a 'tourist' approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre. ; peer-reviewed

Neuroscience has well evidenced that the environment and, more specifically, social experience, shapes and transforms the architecture and functioning of the brain and even its genes. However, in order to understand how that happens, which types of social interactions lead to different results in brain and behavior, neurosciences require the social sciences. The social sciences have already made important contributions to neuroscience, among which the behaviorist explanations of human learning are prominent and acknowledged by the most well-known neuroscientists today. Yet neurosciences require more inputs from the social sciences to make meaning of new findings about the brain that deal with some of the most profound human questions. However, when we look at the scientific and theoretical production throughout the history of social sciences, a great fragmentation can be observed, having little interdisciplinarity and little connection between what authors in the different disciplines are contributing. This can be well seen in the field of communicative interaction. Nonetheless, this fragmentation has been overcome via the theory of communicative acts, which integrates knowledge from language and interaction theories but goes one step further in incorporating other aspects of human communication and the role of context. The theory of communicative acts is very informative to neuroscience, and a central contribution in socioneuroscience that makes possible deepening of our understanding of most pressing social problems, such as free and coerced sexual-affective desire, and achieving social and political impact toward their solution. This manuscript shows that socioneuroscience is an interdisciplinary frontier in which the dialogue between all social sciences and all natural sciences opens up an opportunity to integrate different levels of analysis in several sciences to ultimately achieve social impact regarding the most urgent human problems.

Foucault has been quoted as a great intellectual contributor to feminism and education, despite his defense of decriminalizing rape and pederasty. Since the MeToo movement, there is an increasing criticism of Foucault's persona and works. However, in order to avoid recognizing their mistake, some authors say that Foucault's defense of sexual violence was unknown before. This article shows this is not backed by evidence. Data was collected via interviews with 19 subjects with diverse profiles, employing the communicative methodology. The results shed light on the fact that some professors who have included Foucault's works in their classes hid Foucault's position in favor of sexual violence to their students. Interviewees state that there are several reasons why they think those professors hid this fact: a) the most critical thinker; b) the transgressor; c) a relativist intellectual; d) "a shield to hide behind"; and e) the idea that the intellectual must be separated from the person. This study indicates that in transmitting those images and hiding or even justifying Foucault instead of critically analyzing the implication of his works and his defense of sexual violence, perpetuating its justification, such professors act as his "hooligans".