This text analyzes the structure of classroom dialogue in various sociocultural contexts. The methodology was to observe real-life classes being given by primary school teachers at urban and rural schools in Chile. This study involved a conversation analysis (CA) and examining mediated learning experience (MLE) criteria. Nonparametric statistics were used. The results revealed that: a) time management depends on the direct context of the classroom; b) a significant association exists between MLE criteria and conversation according to the context: urban classrooms tend to have expository, regulative and cooperative conversations, with MLE-related intentionality and reciprocity, transcendence, planning, regulation and self-control, and challenge; rural classrooms, on the other hand, are characterized by MLErelated co-created, explanatory and collaborative conversations, meaning, transcendence and individuation. These conversational patterns make it possible to stimulate autonomous learning based on each school's reality.