Abstract: This work introduces a pedagogical dialogic framework that nourishes creativity during collaborative problem solving. The framework embraces dialogic processes that allow students´ voices to enter in and inter-animate each other in a way which new possibilities emerge. Teachers are aware with a bigger range of possibilities in a discussion and are able to create collaborative activities that foster students to go deeper into an argument to explore its assumptions and implications. As a case study, a contextualized dialogic framework to boost creativity in introductory programming courses was formulated and afterwards applied by a teacher of an introductory computer science course. The results have shown improvements in students´ programming skills.