Alohomora: Collaboration and distributed agency opening spaces in the classroom

Abstract

This paper aims to discuss the theoretical contributions that collaboration and distributed agency can bring to the classroom, considering generational differences between the elements that constitute it, because school dropout rates make the investigation of strategies necessary to reinforce the link between subjects and school urgent. Thus, a guiding question that emerges is why vertical practices are still insisted on in many classrooms even though it is known that collective intelligence is a perspective that provides more efficient results in terms of motivation and learning. Note that in this problem issue there is a dichotomy of educational paradigms, namely, the transgressive and the traditional. Due to this and with the intention that the discussion does not take place only in theoretical terms, results of a teaching project developed at XXX in the academic year of 2023 were brought to the discussion. Likewise, literature review and interviews with teachers and students participating in the project are part of the methodology of this work, to investigate how generational issues impact teaching and learning processes. Also, the project scholarship student – ​​as an insider – shows his perception of how this experience impacted his perspectives on research and learning. In conclusion, we reiterate the idea of linguistic education as an efficient strategy for students' permanence and success in the classroom, since the adoption of methodologies and teaching perspectives that include updated knowledge and which maintain a dialogue with the student's world is known to be motivating facts and may build the young person’s feeling of belonging to school. As a result, we have a work perspective that performs as an ally of current initiatives that combat the growing school dropout rate.