Dialogic Literary Gatherings

tertulias literariastertulias literarias

tertulias literarias







  • Equal dialogue
  • Cultural intelligence
  • Transformation
  • Instrumental dimension
  • Sensemaking
  • Solidarity
  • Equal differences



  • A weekly session of one hour
  • Implemented within linguistic field
  • Readings are sometimes done in class and sometimes at home
  • Occasional support from other educators in the classroom and other educational frofessionals and volunteers.
  • Books, short texts, poetry, music, are used.

  • Monthly sessions of two hours
  • Use of relevant texts for the educational context



  • Significant increase in the reading activity

  • Visibilization that there are young people who read and write

  • Approaches from different perspectives to their interests

  • Significant improvement in linguistic field assessments and evaluations.

  • Creation of work spaces where it is possible to dialogue and listen to others

  • Attention touch to center professionals

Youth workers

  • The creation of a forum on relevant reading in the performance of their professional practice.

  • To reflect, as educational team, on these issues.

  • To find a space and a place for it

  • To share questions, concerns, … and ultimately keep learning


Area of intervention

Spain; Vitoria-Gasteiz

Population (inhabitants): 242.922

% foreign people: 9,1%

% early school leaving: 9,6%


Organisation description

Organization name: Fundación Adsis

Complete Address: C/Peñascales 14, local izquierdo. 28028 Madrid


Twitter: @FundacionAdsis


Formation Date of Organization:

The Adsis Foundation was created April 16, 1996, according to the law 30/1994.

Description of the Organization:


Our mission is to construct a fairer and unified society by means of integral promotion of impoverished and marginalized individuals and groups. We wish to carry out this work through the development processes of both the individual and collective groups, which is based on close relationships, solidarity, and efficient service.

We would like to propose involvement with the youth, and put into action, together with other individuals and organizations, social action, and education programmes, and development cooperation.

Vision: The Adsis Foundation is an organization that has deepened and fulfilled the development of their mission, being distinguished for their work with the youth and has put into action partnerships of people with high standards of performance. In that affect, lead actors have joined Adsis, and have helped Adsis revise and improve the Foundation’s projects, to generate a major social impact, and strengthen the application of the Foundation’s social center, especially the involvement of volunteers.

Other data:

– 30 centers at State level

– Present in 12 Spanish provinces.


Contact data

00 34 945 229 944


Status date




On going


Status description

Project started in 2010


Type of intervention

School Project


Other type of intervention


Intervention description

Learning Communities is a project based on a set of educational activities aimed at successful social and educational transformation. This educational model is consistent with international scientific theories which advocate that there are two key factors for learning in today’s society: interaction and community involvement.

Focused on:

  • Collective construction of meaning and understanding based on dialogue with all the students participating in the gathering.
  • The direct approach of students regardless of age, gender, culture or skills, to universal classical culture and to accumulated scientific knowledge by humanity along the history is empowered.


Target group

Target group

– Youngsters aged 15 to 18 who have not passed Compulsory Secondary Education and have educational, personal and social difficulties.

– Youngsters’ families.

– Local businesses with experience of employing young jobseekers

Selection criteria

  • Youngsters: They come to the center from different educational centers in the municipality, as well as from municipality social services and from penitentiary and courts. The only criteria are the age: cannot exceed 18 years and have not passed Compulsory Secondary Education. In case there is more demand than places available, priority is given to older youth.
  • It is important the involvement of all youth workers in the process and their contribution in the sessions.



Dialogic literary gatherings are meetings of people that freely choose a literary title (generally classics) that everyone should read simultaneously. They agree on the number of pages to be read, and then meet to discuss what they have read. Each person should have a paragraph marked or underlined that especially liked, and explain to others why he/she has chosen this paragraph. Reflections, doubts, debates that arise from that reading are also shared.

Anyone can voluntarily participate in the gatherings: students, families, teachers, other people from the community… (Aretxaga and Landaluce, 2005: 216 et seq.), enabling that people who have never read any books, come to enjoy the world classical literature (C. P. Father Orbiso, 2003). It is not intended to discover and analyse what the author means in their texts but to encourage dialogue and reflection from the different interpretations that can arise from a text. Anyone can act as a facilitator, giving turn-taking, without impositions, allowing everyone to contribute with their arguments, so they can reflect and discuss to reach consensus on what argument is valued as valid provisionally because these claims can be questioned later (Loza, op. cit.). The moderator person must also give priority to those least involved in the activity.

Distributed in weekly sessions throughout the training process, the participating students present their interpretation of the literary text (may also be different formats such as poetry, music, etc.) that is working on the dialogic literary gathering. Thus, the student express to the rest what emotion, feeling, memory, etc. the text has raised. What has caugh his/her attention, relating it to previous gatherings and exposing their critical reflection about it, etc.

Through dialogue and the contributions of each youngster, an enriching exchange is generated. It allows to deepen in the contents and the acquisition of new knowledge.


Innovative components

The most innovative aspect is the concept of learning as a meeting and participation of any person without exclusion. An integrative model of classroom work.




Youth workers and volunteers.


  • Books
  • Records
  • School suplies



€ 1500 per school year.



Training processes developed through agreements with the Basque Government



Within the territory there are many actors involved in the process:

  • Education Department of Basque Government.
  • Educative Community (students, families, youth workers, community)
  • Other local/regional educational centres with similar projects.



  • Development of quarterly booklet where activities are collected.
  • Annual report of the activities and achievements.


Evaluation and swot analysis


  • Transformative effect on the relations between the different actors involved
  • New ways of organisation in the classrooms.
  • Improvement of the teaching-learning process.
  • Fostering of equal relations
  • Development of linguistic skills (reading) of all involved actors.


  • It is necessary the total involvement of the teacher, because his/her role is changed.



The work is part of a global model of attention to diversity in the classroom and it is included in the curriculum of the centre itself.


Impact and exploitation of the results


  • Improvement of cognitive and socials results of youngsters.
  • The transformation of expectations of professionals and participants, with the improvement of the interactions between them.
  • Improvement of self-concept and behaviour.



In the annual report of the centre are included the readings proposed by young people (one per quarter)

Also the improvement of reading habits is reflected in the annual report (reading habits have been increased significantly over the years.


Dissemination of results and public feedback

  • Different activities and reading meeting with other local centres and even from nearby cities.
  • Sometimes these activities related to the promotion of reading through intervention model have been developed in the street, open to the general public.