Cooperative Learning in Primary Education: Learning and growing together

Abstract

Cooperative Learning is an active, student-centred methodology that promotes meaningful, inclusive and dynamic learning based on peer cooperation. This article analyses the benefits of this approach in the process of inclusion and in strengthening students' interpersonal relationships.

The study design was based on qualitative and interpretative action research, organised into four stages: observation, planning, action and reflection (Coutinho et al., 2009). The study took place in a class of 24 students in the 3rd year of the 1st Cycle of Basic Education, in the context of Supervised Educational Practice.

Data collection and analysis procedures were carried out through direct observation and systematic recording of pedagogical practices. Structured cooperative strategies were applied, such as “round table”, “rotating sheet” and “truth or lie”, complemented by formative assessment tools (“progress cups”, “coloured cups” and “points table”). The data were analysed by thematic categorisation, allowing the identification of interaction patterns and indicators of inclusion.

The results of the study allow us to conclude that cooperative practices enhanced individual and collective responsibility, fostering a climate of cooperation and active participation. Improvements were observed in peer interaction, greater student involvement, and a stronger school-family connection. The analysis showed gains in cognitive and socio-emotional skills, confirming that Cooperative Learning contributes to more inclusive teaching and the building of positive interpersonal relationships.