The question that gives rise to this doctoral research is: How do collaborative activities among children unfold in the classroom, and how does this unfolding relate to their sociocultural conditions? To address this question, it is understood that collaboration among children is a complex activity in which learning is generated (Vygotsky, 1987; Piaget, 2008; Rogoff, 1998). Furthermore, it is considered that the way this unfolding occurs is directly related to the sociocultural conditions in which this activity takes place (Rogoff, 1998) and to the interpretive reading and/or reproduction (Corsaro, 2010) that children, individually and collectively, make of those conditions.
Based on this understanding of collaboration, the aim is to shed light on the educational system regarding how to increase and enhance the presence of collaboration among children in school, boost children’s agency in their learning, and promote the development of the learning required for the 21st century, as described by Delors and Mufti (1996): learning to know, learning to do, learning to live together, and learning to be.
