Learning the “common”. Doing common as a domain of knowledge

Abstract

In this presentation, we propose to analyze, from a historical-ethnographic approach, the learning of doing common that unfolds among children aged 6 and 7 in school teaching situations in the Municipality of Pinamar, in the Province of Buenos Aires. Throughout a school day, children experience different activities in the classroom. Sometimes, learning is situated within the framework of individual experiences; in others, it develops in plots that involve more than two children interacting in the resolution of the same task. By understanding learning as a situated experience of knowledge construction, in this paper we focus on the analysis of activities that involve more than two children in the realization of a task oriented to the elaboration of the same object. Although these activities are centered on the learning of a specific domain of knowledge, they also give rise to the learning of a complete network of practices linked to the production of the common.