How can pupils and students learn to interact with others? How can they interact with others to learn? How do teachers organize the various forms of interaction in a discursive dynamic within their classrooms? The different ways in which social and cultural psychology views explore school have consolidated a new image of learning processes. However, social interactions in the classroom need to be constantly re-examined and rethought. To
this end, the contributions of this book exploit, innovates and study the multiple interactions in the
classroom and the conditions that can favor teaching and learning processes. By linking psychology, educational sciences and learning models, this book contributes to the study of the interconnected processes of individual and social development in compulsory and higher education.