Abstract
Scientific literature has clarified relevant contributions from dialogic teaching to the improvement of results of university students, both in face-to-face, online and hybrid sessions. There is also scientific research published about the step ahead from speech acts to communicative acts, not only in the field of teaching but also and mainly in relation to consent. There is a lack about how this step ahead is already being a base for new modalities of dialogic teaching. The study we present in this article was made through communicative methodology including a participant observation of two synchronous-hybrid master seminars of adult education and a documental analysis of all the feedbacks written at the end of each session by all students. The results show that, in those two seminars, the dialogic teaching based on communicative acts, beyond speech acts, with a dialogue that includes the scientific evidence of social impact, generates a high valuation of all students about the learning they got, the transformations they can generate with it in educational projects and, in some cases, the transformations of themselves.
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