[en] Research in the educational field has shown that various didactic-methodological models have been developed in accordance with the principles of the sociocultural model of learning. This work focuses on those that organize teaching-learning processes around projects. The literature demonstrates, on one hand, the relevance of the scientific method as an organizational structure for projects in their curricular development, in contrast to other models organized around more collective inquiry processes linked to the interests and needs of the participants, that is, more connected to the classroom's learning life where the projects are developed, a perspective about which very developed research has not been found. Thus, the main objective of this work is to deeply characterize the teaching-learning processes developed in an educational center, in which projects are organized from this latter perspective, with the aim of identifying, understanding, and explaining the characteristics of the inquiry processes that occur within them. To achieve this objective, an intrinsic case study of an ethnographic nature was conducted, analyzing two projects situated in the 2nd and 3rd cycles of the Primary Education stage, in the Arrankudiaga School (Bizkaia), with extensive experience in the development of these sociocultural practices. For this purpose, different data collection techniques and instruments were used, highlighting non-participant observation, audiovisual recording of these practices, and semi-structured interviews. The data were analyzed on two levels. At the first level of analysis, and through content analysis, the different phases of the projects were characterized based on the main intentionality of the learning processes that occur within them. At the second level, through an analysis of interactivity, the inquiry processes that occur within the framework of this project-based methodology were characterized. The research carried out has allowed for the characterization of teaching-learning processes as sociocultural practices that develop through inquiry processes around the interests and educational needs of the participants in these processes and in this center. Inquiry processes that are characterized by the collective creation and development of living spaces in the classroom, and of collective meaning-making processes around agreed-upon issues, starting from and continuously and progressively reworking the children's own representations, through dialogical contexts driven by tutors, who play a facilitating role in these inquiry processes.Such results allow us to underscore the importance and value of research of this type, as they enable the observation and characterization of real learning processes that occur in the classroom, through the analysis of interaction and forms of joint participation among the participants. On the other hand, they offer the educational community a didactic-methodological framework oriented towards the implementation of teaching-learning processes framed in the sociocultural perspective of learning. And finally, in the context of school reinvention, they provide theoretical-practical elements that allow for a deeper understanding of the framework of relevant learning processes, which can aid in the necessary characterization of the new scenarios and learning processes that are currently being developed in educational centers within the Primary Education field, but that could, in our opinion, be extended to compulsory Basic Education.

[eu] Hezkuntzaren arloko ikerketak erakutsi du hainbat eredu didaktiko-metodologiko garatu direla ikaskuntzaren eredu soziokulturalaren printzipioei jarraituz. Lan hau proiektuen inguruan antolatzen diren ikaste irakaste prozesuetan oinarritzen da. Literaturak erakusten du, alde batetik, metodo zientifikoak garrantzi handia duela proiektuen antolamendu-egitura gisa curriculumaren garapenean, parte-hartzaileen interes eta premiei lotuagoak dauden indagazio prozesu kolektiboen inguruan antolatutako beste eredu batzuen aldean, hau da, proiektuak garatzen diren gelako ikasteko bizitzari lotuagoak dauden beste eredu batzuen aldean, eta ikuspegi horri buruz ez da oso ikerketa garaturik aurkitu. Hala, lan honen helburu nagusia da ikastetxe batean garatutako ikaste irakaste prozesuak sakonki ezaugarritzea, proiektuak azken ikuspegi horretatik antolatzen baitira, prozesu horietan gertatzen diren indagazio prozesuen ezaugarriak identifikatu, ulertu eta azaltzeko. Helburu horri erantzuteko, berezko kasu etnografiko baten azterketa egin da, eta, horretarako, praktika soziokultural horiek garatzen diren esperientzia handia duen Arrankudiaga Herri Eskolako (Bizkaia) Lehen Hezkuntzako 2. eta 3. zikloetan kokatutako bi proiektu aztertu dira. Horretarako, datuak biltzeko hainbat teknika eta tresna erabili dira, behaketa ez-parte hartzailea, praktika horien ikus-entzunezko erregistroa eta elkarrizketa erdi-egituratuak nabarmenduz. Datuak bi mailatan aztertu dira. Lehen azterketa-mailan, eta edukiaren azterketa baten bidez, proiektuen faseak ezaugarritu dira, haietan gertatzen diren ikaskuntza prozesuen asmo nagusiaren arabera. Bigarrenean, interaktibitatea aztertuz, proiektuetan oinarritutako metodologia horren esparruan gertatzen diren indagazio prozesuak ezaugarritu dira. Egindako ikerketak ikaste irakaste prozesuak praktika soziokultural gisara karakterizatzeko aukera eman du; praktika hauek indagazio prozesuen bidez garatzen dira partehartzaileek prozesu horietan eta ikastetxe honetan dituzten hezkuntza-interes eta beharren inguruan. Indagazio prozesuak ezaugarritzen dira gela komunitatean bizitza-espazioak sortu eta taldeka garatzen direlako, bai eta adostutako gaien inguruko esanahiak kolektiboki eraikitzeko prozesuak direlako. Horretarako, haurren errepresentazioak etengabe eta progresiboki lantzen dira, tutoreek bultzatutako elkarrizketa-testuinguruen bidez; izan ere, tutoreek indagazio prozesu horietan erraztaile rola baitute. Emaitza horiek aukera ematen digute horrelako ikerketa baten garrantzia eta balioa azpimarratzeko; izan ere, ikasgelan gertatzen diren ikaskuntza prozesu errealen behaketa eta karakterizazioa ahalbidetzen dute, elkarrekintzaren analisiaren eta parte-hartzaileek elkarrekin parte hartzeko duten moduen bidez. Bestalde, ikaste irakaste prozesuak inplementatzeko esparru didaktiko-metodologiko bat eskaintzen diote hezkuntza-komunitateari, ikaskuntzaren ikuspegi soziokulturalaren barruan. Eta, azkenik, eskola berrasmatzeko testuinguruan, elementu teoriko-praktikoak ematen dituzte, ikaskuntza-prozesu garrantzitsuen ulermen-esparruan sakontzeko aukera ematen dutenak, eta horrek lagun dezake gaur egun Lehen Hezkuntzaren eremuko ikastetxeetan garatzen ari diren baina, gure ustez, Derrigorrezko Oinarrizko Hezkuntzara zabal daitezkeen ikaskuntza agertoki eta prozesu berrien beharrezko karakterizazioan.