Abstract
In the present work it is affirmed that dialogical learning is a good contribution to the specifications of the Jesuit pedagogy. This analysis is relevant specially in times of educational reform, not only at state and global level, but also at the level of the Education sector of the Society of Jesus (EDUCSI) that aims at adapting teaching to the demands of the world and current students while maintaining its Ignatian identity signs as the main axis of its educational project. For this, a theoretical review of the links between the Ignatian educational literature characteristic of the Jesuits and dialogic learning has been carried out. The most important documents of the Jesuit educational mission, from 1549 up to the present, have been analysed and have been related to the dialogical principles, which are the foundation and support of the educational actions that this conception of learning proposes.