Currently, and after more than five decades since the first contributions surrounding dialogicity as a basic element of educommunicational processes, it is necessary to review them in order to rethink them in the context of digitalization. To formulate today dialogue and horizontal communication in education might seem as a simple matter of adapting certain technical developments to pedagogic conditions. However, before thinking about these adaptations, it is necessary to reconsider the history of the Latin American educommunicational thinking, to revise it and reinterpret it, in order to avoid the linear educational and communicational models, in which still prevails the perspective of repeating, submitting and adapting.