This paper presents the preliminary results of a case study carried out from the implementation of an innovative experience developed by the linker group of dumb people with the purpose of helping in the symbolic rebuilding of communities affected by the earthquake and tsunami in the town of Tome in the Region of Biobío, Chile. In this context, the monitoring of an initiative developed by the preschool education career from a university of the region was conducted, which implemented an innovation in the courses of progressive and professional practice that consisted in adopting a dialogical methodology that university students should incorporate into their performance in contexts of adversity. This research was developed under the critical communicative methodology (Gómez and others 2006) and communicative focus groups were used as data collection technique. The analysis sought the recognition of exclusionary and transformative dimensions from communication records defined by the criteria of the methodology, namely, intersubjective dialogue, commitment and validity aims. The first results indicate that transformation processes are developed progressively and mobilized from the interaction that students keep with the communities involved and with different social references. The students are developing autonomy and establishing collaborative networks that allow them to reinterpret and expand the meaning of pedagogical practice.