Description

The article presents some results of the study “Collaborative Learning: Pathways rooted in the culture of Caldas”, whose purpose was to identify associated factors with institutions of the program Active Urban School. The research design was based on complementarity approach, allowing first an approach in the reality with collaborative learning from many angles (knowledge management, the genesis of the collaborative defined in the culture of Caldas and the substantive reality) and secondly, develop an ethnographic process at institutions used as a referent, from these focus categories. The results show the power of social arrangements in considering curriculum clinging to the lived reality, a curriculum drawn from the social imaginary, in which intangible resources defined as teleological purpose of institutions, cross processes, forming a community of practice in front of them. For developing a successful collaborative learning process, the focus is not the domain of a technical mode, but the proactive commitment of the whole community.