The bodily experiences and implications of understanding the functioning of the human brain–body mechanism has been a center of attention in the field of cognitive neurosciences for over two decades. Research in this field has enlarged the theories of learning and development, and contributed to changes in educational practices involving language processing, mathematics, and spatial thinking; however, these changes have not yet been applied to the analysis of transversal competencies such as collaborative learning. The aim of this paper is to bridge the theoretical and applied advances in the field of embodied cognition, specifically collaborative learning. The definitions, theoretical frameworks, and current methodological approaches in the field of collaborative learning are reviewed, with a particular focus on those studies that have investigated interactive dynamics in collaborative situations. The need to take the field further by exploring the theoretical perspective of embodied cognition as a possibility that can open the field is also presented. The relevance of investigating learning in groups by analyzing bodily engagements and intersubjectivity is demonstrated and methodological considerations are raised.

在过去的二十多年中，了解人脑-身体机制的机体经验和含义一直是认知神经科学领域的关注焦点。该领域的研究扩大了学习和发展的理论，并促进了涉及语言处理，数学和空间思维的教育实践的变化。但是，这些更改尚未应用于横向能力（例如协作学习）的分析。本文的目的是在具体认知领域，特别是协作学习领域，桥接理论和应用方面的进展。回顾了协作学习领域的定义，理论框架和当前的方法论方法，特别关注那些研究协作情境中互动动态的研究。还提出了通过探索体现认知的理论观点来进一步拓展该领域的需求，这是可以打开该领域的可能性。证明了通过分析身体参与和主体间性而进行的小组学习研究的相关性，并提出了方法论上的考虑。