Analyze the representations of teachers and students about the learning results with the application of dialogic didactics in different training scenarios.

Apply dialogic teaching strategies in various subjects aimed at generating knowledge products.

In general terms, it can be said that this research is framed within the Peda-gogies of knowledge, as Louis Not (1994) would say, or simply Epistemology and pedagogy, as expressed by Bedoya and Gómez (1995), as well as Jiménez (2014); However, the approach of this work constitutes a new approach to the dialogic, in which the author has worked for more than 20 years; hence the abundance of self-references; However, this dialogic line of pedagogy has been built in "dialogue" with various authors, in what Not calls "Dialogous Teaching" (1989); which is not new, since it can be related to Socratic maieutics, and the teaching through para-bles used by Jesus Christ.

Due to the importance of PAR as a bridge between teaching and research, it is worth keeping in mind Jorge Murcia Florián (1992), because thirty years ago he saw the need to train research teachers as a necessity for the transformation of the university and of the society.

Starting from Dewey (1989), ideas derived from reflection and critical thinking are fundamental for understanding and solving problems, which include unfore-seen situations, cause search, circumstances, responses given as potential solutions, implementation of solutions, and evaluation of results; these elements are, as we know, connected to the generation of scientific knowledge.

In this line of thought, Muñoz et al. (2023) propose that the development of critical thinking is associated with the cognitive approach, from which teaching is addressed, especially for the development of argumentative skills, analysis, and the ability to take a stance on texts, in problem-solving, which leads to the identification of didactics to be applied in the classroom.

It is evident that the common situation of low reading comprehension and textual production is associated with functional illiteracy, which, as De Meza & Cepeda (2005) point out, makes it difficult for students to identify main ideas, understand the author's intent, and be able to write coherent texts.

Considering the above, teaching-learning should not only revolve around the content to be transferred but also depend on the reflection and critical attitude of the students. This requires a shift in pedagogical and didactic models based on teaching to favor learning and dialogical feedback.

As Joanpere et al. (2023) would say, dialogical teaching is associated with feed-back opportunities that traditional didactics lack, something that does not occur in dialogical approaches, which promote critical thinking and the Socratic method, linked to student participation.

Feedback opportunities in the dialogical approach were also addressed by Herrera (2023), from the perspective of an approach to developing complex thinking, resulting from the negotiation of meanings, the search for sense in information, and the co-construction of knowledge where the individual and the social are articulated.

From the perspective of Vargas & Quintero (2023), it is necessary to deepen the Socratic method from the perspective of hermeneutics to establish the value of questioning and dialogue in the construction of knowledge.

Andrades (2023) highlights the importance of what he calls the dialogical methodology in building an educational community, especially because it closely resembles the idea of diavergent thinking, proposed by Chajín et al. (2007), when emphasizing the process known as Z Kintun, cited by Ferrada and Pino (2018), for generating and validating collective knowledge with the intention of finding some-thing together. Works from this collective construction approach in Dialogical Pedagogy can be seen in Ferrada et al. (2023). Therefore, the development of reading comprehension and scientific construction involves participation processes.

The community-based perspective of research, such as from the ethnic and cultural diversity lens, suggests cultural dialogues, as seen in Participatory Action Research (PAR) in Orlando Fals Borda in Colombia and the works of Ferrada in Chile on the dialectical-kishu kimkelay method or dialogical participatory research, where epistemological and gnoseological dimensions are integrated (Ferrada & Pino, 2018).

Villani and Pacca (2000) propose key ideas for developing dialogical competencies in science teachers related to epistemological and methodological foundations within a specific disciplinary framework, managing information from data and its contextualization, being mindful of biases or preconceptions, and committing to investigative work.

What is proposed regarding competencies for research training requires that the teacher-researcher become aware of the role of research in the performance of graduates, as expressed by Álvarez et al. (2023).

Obviously, the development of didactics that integrate teaching with research is supported by critical thinking, without which research training would be reduced to mere research methodology, as among other aspects, students and teachers need to analyze and evaluate information in a reflective manner, as Richard Paul (1992) proposes.

Regarding assessment, from a dialogical perspective, it has a formative purpose, and therefore the grading of reading comprehension is not something that falls within generating a single way of thinking, but towards the re-signification of knowledge, the awakening of voices, the hermeneutic encounter, and the rescue of speech and thought (Rivero, 2018).

This suggests that the dialogical perspective of critical thinking also involves moral judgment, as valuation is not something outside the individual but something that the individual decides whether or not to adhere to norms, rules, or ways of seeing from others; thus, it is a transaction between autonomy and heteronomy. This leads to the need to view the relationship between the individual and society, from a moral perspective, as a process of dialogical construction, which has al-ready been addressed by authors like Josep Puig Rovira (1995).

In this way, the development of critical thinking starts with reflection and participation, from problem-solving where the student is a subject of knowledge, not just a receiver, and this implies that reading comprehension must take into account the development of autonomous learning, which can be enhanced with flipped classroom didactics, as well as requiring participation, where a teaching perspective based on research can use PAR as a dialogical didactic. This process requires promoting the creation of research teams within the classroom, who are interested in being co-researchers or research assistants on the same teaching-learning practice.

From the perspective of Bronckbank (1999), teaching and learning should, in practice, be based on reflective dialogue for the critical transformation of teachers and students, with the requirements of intentionality, context, and procedures to achieve a reflective practice.

As Cornejo Portugal (2022) expresses, within the framework of dialogical pedagogy from Freire, the traditional unidirectional and banking nature of the formative process, depending on the teacher, which in some ways reinforces power structures, is questioned. Thus, rethinking the relationship between teachers and students, in a horizontal manner as co-creators of knowledge, not only promotes information retention but also the ability to apply it in specific contexts, especially the student's own context (Cornejo Portugal, 2022).

Training for reflection and the development of critical thinking, as well as problem-solving, especially in the educational context, are elements that are part of the didactics of research, integrating pedagogy and epistemology, as already proposed by Piaget, and within its stages, as Peñafort and Bastiani (2022) point out, recognizing the influence of neurodidactics and dialogical didactics, where dialogue is privileged as a principle in the reconceptualization and construction of knowledge.

The idea prevails that dialogue has a significant role as a didactic strategy for learning, as Feijoo Mendieta et al. (2023) highlight, but in research on reading comprehension from the dialogical perspective, dialogicality is an epistemological par-adigm, which implies that teaching and research must be integrated.

When research methodologies are emphasized as prerequisites for scientific production, what is done is to create a myth about science, making scientific development depend on the volume of publications derived from research work, even if such publications do not mean new knowledge.

A relevant project is to examine how much science is produced in Colombia, to give an example, taking into account the results of MINCIENCIAS, and it would come to light that the so-called scientometrics, under the idea that the categoriza-tion of groups and researchers measure the progress of Science does not correlate with new knowledge.

The exercise of seeing how scientists recognized by their communities are not the ones with the most categories in the framework of MINCIENCIAS can also be proposed. It is very curious that quantitative and qualitative do not go on the same side when it comes to assessing scientific development.

The same thing happens with degree projects in master's and doctoral degrees, as presented by the author at the "4th Colloquium on Postgraduate Studies, Research and Professional Projects" of UNES, 2022, with the presentation "Theses, without thesis, guidelines for overcome them."

The assessment of compression and textual production from the perspective of thinking styles has an epistemological basis; For this reason, Table 1 is proposed to facilitate the work of interpretation.

Table 1 is relevant for the identification of thinking styles and relating it to reading comprehension and textual production, since following Padrón's line it is about understanding thinking styles as paradigms. Obviously, it must be clarified that the epistemological perspective of this work is not that developed by José Padrón, although the general approaches were made within the framework of a postdoc-torate in didactics of scientific research in which Padrón participated as a teacher, and where it was structured a proposal for dialogic didactics for the training of researchers.

Table 1

Source: Chajín: Adjusted from the doctoral thesis, 2016, and postdoctoral degree in 2019.

Video 1: https://www.youtube.com/watch?v=CcYWC77iaww&t=644s For a greater illustration of how the subjects were developed, three video tutorials are included; In this case, those developed in 2022-1 at the Popular University of Cesar (UPC) will be taken.

Theory of knowledge. Video 2. https://www.youtube.com/ watch?v=HoKwaz8iWR8&t=609s

Research methodology Video 3. https://www.youtube.com/ watch?v=qqt3QNgBnYM

Introduction to science, technology and innovation.

Video 4. https://www.youtube.com/watch?v=STHxhGge-BU&t=31s

Given the importance of the description of dialogic didactics, a 15-minute class is included to describe it, especially for the third stage of the research, associated with a proposal made at the Popular University of Cesar that will have the support of 32 researchers from 9 countries

Dialogical didactics for training researchers.

Video 6. https://www.youtube.com/watch?v=aOZu8u_5tSs

It is relevant to include a workshop with the team of students who developed the research at the Universidad Libre de Barranquilla, and who had to first go through a training process, not only in the subject of research epistemology, which they had already seen in the second semester. of the Public Accounting Program, but in the sixth semester in the subject of research models they worked on the methodological construction of the project on reading comprehension of students of Public Accounting and International Business Administration.

Reading comprehension and thinking styles: readings of the scientific method Video 7. https://www.youtube.com/watch?v=4-0yrZ0Iwck

An awareness class with epistemology students at the University is also included.

Free, on the importance of differentiating scientific from everyday thinking, especially relevant in the training of researchers.

Video 8. https://www.youtube.com/watch?v=prEh117uFEk&t=1729s

With the purpose of expanding the topic of what is sought with scientific training, not from the perspective of teaching research, but rather from a teaching focused on research, to learn to think, two interviews with the researcher are included from the La Voz Universitaria Program: Radio Comunidad, from the Simón Bolívar University, in Venezuela, hosted by professors Luis Buttó and Raúl Pulido.

Learning to think: Video 9. https://www.youtube.com/watch?v=fDw-xKRXtS4&t=1449s

Training of the scientific researcher

Video 10 https://www.youtube.com/watch?v=2FMoZsxvKy0&t=1273s

Finally, to illustrate the context from which the research on reading comprehension and thinking styles was carried out, which is the basis for the new project, it is important to listen to the voices of the students, in this case from the Universidad Libre, Barranquilla section, about the evidence of dialogic didactics in the purpose of learning to think.

Participatory evaluation of learning results of the subject of Epistemology and research methodology, in the second semester.

Video 11. https://www.youtube.com/watch?v=VNNgEXkBm0I&t=1650s

In the research with The Libre University, two groups of 20 students were taken, from the Epistemology courses, in Accounting and International Business Administration; Each student in both groups was evaluated three times, and for that the research team was divided into three, so that the results could be valid through interpretive triangulation; That is, the teacher-researcher did not intervene in the students' assessment of reading and/or textual comprehension, even though the teacher had to submit both groups to evaluation, through a partial exam.

The reliability of the assessment of reading comprehension made by the Public Accounting research team of the Universidad Libre was not only due to the fact that they had taken that subject in the second semester of their degree and were taking research models, in the sixth semester, but that the teacher, apart from preparing them in the epistemological and pedagogical dimensions of the dialogic, applied the same workshop to the research team, and gave them feedback for each co-researcher, so that they had a guide on how to apply the rubric that they had previously developed. ; At this point, the researcher introduced the problem of interpretive biases, based on thinking styles, since this could alter the way in which each person assessed the reading comprehension of both groups of Accounting and Administration students; That is why that point was discussed in video 7; However, they were not asked to take it into account when evaluating the students' work, since at that time there was no reading comprehension rubric that took thinking styles into account.

Participatory Action Research is a long and open process, as it involves not only identifying situations or conditions of a reality in which the researcher is not responsible, and on the other hand the researcher, and in this case the teacher, promotes processes of transformation of the one that is responsible, through dialogic didactics; However, to achieve this, the participation of the subject under study is required; This was precisely what was achieved with the research team of the Universidad Libre, which assumed the role of subject-object-subject of research, something that in the PAR is carried out through small groups that play the role of co-researchers, such as applied by Fals Borda in his monumental work Double History of the Coast (2002).

In the case of the Popular University of Cesar, the students were not aware that they were participating in a research project on reading comprehension and textual production, but they were proposed to assume a critical position regarding the training process in scientific research itself, in such a way. so that their interventions and self-assessment processes became techniques and instruments of this project.

From what has been expressed, it can be considered that three stages of the project have been developed since its beginnings in 2012 the first, consisting of structured observation on the levels of thoughts of students of Public Accounting and International Business Administration at the Autonomous University of the Caribbean. The second stage was developed at the Universidad Libre, first with observation by the researcher, and then with the implementation of the project "Levels of reading comprehension among Public Accounting and Administration students at the Universidad Libre". The third stage corresponds to the systematization of these experiences and the validation of dialogic didactics, on the learning results, which begins at The Libre University, according to video No. 11, and continues at the Popular University of Cesar, through student self-assessments. At this time, the fourth stage of the project begins, in a broad way, with the participation of 32 researchers in 9 Latin American countries.

For this fourth stage of the research, a rubric is proposed, which takes into account the thinking styles in reading comprehension and textual production.

It is evident that each person interprets and produces texts from their own style of thinking; That may be acceptable from the pedagogical perspective, but perhaps not from the epistemological perspective, in which, in addition to making rationality explicit, the validity of knowledge is required; That is, it is not enough for a student to understand and produce a text from his or her style of thinking, but it is necessary to seek the validity of his or her approaches; So the theoretical prejudice underlying the new rubric is that each style of thinking only accounts for one perspective on the object of study, in such a way that the integration of all perspectives corresponds to dialogic thinking. This research goes beyond the above, as it integrates epistemology and pedagogy, which is essential to be able to develop teaching focused on research.

Another way of seeing the relevance of including thinking styles within research on reading comprehension is that theories cannot be presented as truths in scientific research, but rather as conceptual references; That is why the concept of the theoretical framework is used in research, since each researcher decides what to take, what to reinterpret and what to leave out of their work, in relation to authors, theories, and schools; So leading the student to become aware that the development of autonomous thinking is a prerequisite for scientific training, leads to assuming an active position towards knowledge, very far from the passivity that traditional teaching promotes.

Much of science is a process of constant reinterpretation of theories, and this is because each researcher is free to make their own theoretical integrations; Metatheoretical works are precisely among the challenges of scientific research in any field, in such a way that thinking styles constitute fundamental elements of scientific development. To give an example, this dialogic proposal is a metatheoretical product, integrating epistemological paradigms, thinking styles and pedagogical theories.

In this way, the proposed research goes beyond the problem of identifying the levels of reading comprehension and textual production, since it is about developing a didactics of scientific research.

Table 4

Source: Miguel Chajín , 2022.

With the research team of accounting students, because they defend or identify with their profession, they may have given a higher score to the students in their professional group; In the table presented by the students, they did not mention that the score obtained by the Administration group in question 7 was at the minimum point of the high level of reading comprehension. This wording was modified, by the main researcher, for a greater understanding of this research.

In the researcher's teaching practice from the Epistemology and Research Methodology groups at the Faculty of Administrative and Accounting Economic Sciences of the Autonomous University of the Caribbean, between the years 2010 to 2013, the teacher adopted 3.8 as a symbolic grade for students who did not meet the minimum requirements in terms of learning outcomes; This implies that if the teacher's grading system were adjusted, a large part of the students would fail the subjects, something that would not be easy to justify in a traditional educational system, based on the repetition of content. This was indirectly tested with the research at the Universidad Libre, allowing students to evaluate the reading comprehension and textual production of other groups.

It can be seen that the students' self-assessment scores show that there is awareness of the difficulties of reading comprehension and textual production, to the extent that they are prepared to differentiate the way they regularly approach texts and write about them. Getting the student to assume a position on reading is not something that has been encouraged in the educational system; Rather the opposite, it can be hypothesized that the low levels of reading comprehension are due to the predominance of traditional teaching, focused on teaching and not on learning, more on the transmission of knowledge than on conceptual construction.

The next step is not so much to prove that there are low levels of reading comprehension and text production, an issue that becomes evident when statistics are published on some rankings of educational quality.

The application of dialogic didactics with four moments, such as the presentation of the topic, reflection, transfer, and assessment, added to the fact that the student is made a participant in the way he approaches learning, leads to Participatory Action Research can be used as dialogic didactics, and that the learning results of research-based teaching can also be validated.

The way is then open for the next step to be the application of dialogic didactics from thinking styles.