The objective of this article is to identify dialogic education and its contributions, based on a bibliographic review of current studies from internationally prestigious databases. After the integration of epistemological bases and through the review of current literature, contributions from the years 2022, 2023 and 2024 were selected; focused on the dialogic integrated into the construct with terms such as teaching, relationship, feedback and methodology. Thus representing the codes with which the dialogic conception shapes education. It is concluded that whether in pedagogy, didactics or evaluation, dialogic is not only a communicative exchange, but an exchange of knowledge in the scope of understanding knowledge, which supports a foundation for the current scientific development of education.