Teaching-learning of cooperation-collaboration as a pedagogy of joint work. Case: fourth and fifth grade of primary school, Zacatecas, Mexico (2018-2020)

Abstract

This article analyzes the teaching and learning of cooperation-collaboration as a strategy that promotes
group work in the classroom. The intervention was conducted with the fourth and fifth grade groups of an
elementary school in a rural community in Zacatecas, Mexico. The planning of teamwork activities was
applied in the school cicles: 2018-2019 and 2019-2020. The central question of the intervention was how
to promote cooperative-collaborative learning as a pedagogy of joint work in students in the fourth and
fifth grades of primary school? The hypothesis is that the gradual and systematic introduction of activities
for cooperative-collaborative work in the didactic sequences of curricular content planning was a viable
didactic and pedagogical alternative in the long term. The plans were based on the plans and study
programs of the 2017 Mexican educational model. Vital skills such as socialization and social interaction
with others were developed in the students with the intention of building knowledge collectively based on
the definition of a common goal and values such as respectful communication, dialogue, tolerance and
inclusion. From the point of view of the teachers interviewed, the application of strategy is feasible in all
school subjects, but it is necessary to have an in-depth knowledge of its pedagogical bases and to design
educational environments conducive to this purpose; The common obstacles in students is the rejection
of the other because of learning rhythms and work different from their own.