Abstract

Research into socioemotional interactions in collaborative learning situations has focused on their positive or negative effects. Emphasis has also been placed on how affective aspects contribute to cognitive ones. The present work shows this type of interactions from the perspective of intersubjectivity in the framework of cultural semiotic psychology. Using naturalistic observation in a collaborative learning situation, the results show moments of intersubjectivity based on negotiation and transformation of meanings. Finally, five interrelated dimensions in collaborative learning according to the perspective of semiotic cultural psychology are discussed, these being affectivity-cognition, interactions, disquieting experience and tensión, transformation of meanings and new interactions.