Abstract

Dialogic Learning was developed in adult education through literacy circles, and has been applied in music education for adults since 2003 in Barcelona. This study focuses on one of the Dialogic principles – Creation of Meaning. The study uses data collected from 2005 to 2010, including interviews, discussion groups, and participatory observation. The methodology used has the same epistemology as Dialogic Learning, with its roots in the theories of Habermas, Freire and Vitgotsky. Through its findings, the study will analyse the relationship of the principle of Creation of Meaning with other dialogic principles developed by CREA. The epistemological question of Meaning, transcending Max Weber’s Iron Cage, will be shown to be transformed by the principle of Personal and Social Transformation. This transformation of the concept of Meaning comes with the understanding of the principles of Solidarity, Egalitarian Dialogue and Equality of Differences. The acknowledgement of the principle of Cultural Intelligence will appear essential to the Creation of Meaning, giving space to develop new ways to interpret reality and society, and thus the object of study, music, through the principle of Instrumental Dimension. The study concludes with a new scenario for the construction of Meaning in curricula through dialogue.