Colonizing processes take many forms. Although they are generally related to the use of force, they may also happen through subtler means such as ed-ucation, and subconsciously, whenever educational proposals are designed to suit a wide variety of contexts. This essay suggests that environmental pedagogies should be based on a dialogical mindset and methods, where all participants are seen as subjects and there is no desire to coerce, seduce, correct, convert or persuade others. Based on the bibliographical review, the article unveils the concept of dialogue and recommends four important skills for the creation of dialogical spaces. In times when cultural standard-ization leads to environmental degradation, dialogical pedagogies foster a better comprehension of individuals ’ and collectives ’ identities and, by doing so, collaborate with the maintenance of socio-diversity.

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