The dialogical relationship in education ensures the interrelation in the groups, which consolidates the scenario to carry out internal comparison processes between the participants of a training space. Self-assessment has been proposed as an assessment mechanism in the Open Studies Program (ProEA) to define the final grades of each participant. The present study was carried out with the ethnographic method from the perspective of a participatory action research in ProEA learning communities, where a dissertation on dialogic in the educational process is initially proposed and then the application and implementation of dialogue as a source of research in the cognitive development of the process actors. The results obtained confirm the alternative pedagogical proposal of ProEA, concluding that sensible dialogue can only be achieved from a humanist position; otherwise we would fall into automatic traps of the system that society operates.
