Active methodologies in Executive Education:
discursive practices for social action with ICT and AI
DOI:
https://doi.org/10.25247/P1982-999X.2026.v26n2.p40-64Keywords:
Dialogicity, executive education, discursive practices, transformative action, logical-linguistic discoursesAbstract
This article investigates the role of logical-linguistic discourses in the constitution of transformative action within executive education, with particular emphasis on dialogicity mediated by Artificial Intelligence (AI). Grounded in contributions from the philosophy of language and the language sciences – especially Wittgenstein, Austin, Searle, Habermas, Bakhtin, and Voloshinov – the study is based on the hypothesis that transformation emerges through discursive practices that organize and orient social action. Beyond its theoretical framework, the article incorporates exploratory empirical evidence derived from the qualitative analysis of formative practices in executive education mediated by Digital Information and Communication Technologies (DICT) and Artificial Intelligence. The findings indicate that technological mediation, particularly through generative AI tools, fosters the expansion of dialogicity, enhances participant agency, and contributes to the reconfiguration of enunciative regimes, promoting more interactive and reflective learning environments. The study concludes that transformative action, in such contexts, results from the reorganization of discursive processes, highlighting the central role of language in the production and transformation of social reality.
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Copyright (c) 2026 Mauricio de Albuquerque Xavier, Roberta Virginia Ramos Caiado
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