Students' conceptions about dialogical interactions in the Sociology class in Teacher Training in Uruguay

This thesis seeks to explore what are the conceptions that inhabit students in relation to dialogic interactions as a particular didactic way of developing the Sociology class. It constitutes an educational research work, focused on specific didactics, maintaining an exploratory character. The immediate scenario is constituted by the Sociology class in the Common Professional Nucleus, in the first year of the Faculty career, of the 2008 Plan, in the context of three teacher training institutes of the Education Training Council of Uruguay. Specifically, this work aims to visualize whether dialogic interactions are identified in the students' conceptions as didactic configurations, typify them and analyze the meanings they present. The methodological strategy for the field approach and the analysis of the results is part of the interpretative paradigm, which gives rise to the implementation of qualitative methodology; it operates from the method called grounded theory (Grounded Theory), in its comprehensive version. The technique for data collection is the interview, combining features of the ethnographic interview and the focused interview. The results can be useful to deconstruct assumptions and enable didactic-pedagogical reflection in the field of sociology didactics at the tertiary and university level.