PLURAL‘s research is focused on the following topics:
The theoretical frameworks on which PLURAL‘s research projects are structured are situated within the following paradigms:
- sociocultural psychology, which perceives learning as a social process, situated within a cultural context (Wertsch, 1991);
- Activity Theory, which conceives language as a result of an activity directed towards a specific goal (Luria, 1980; Engeström, 1999);
- interaction analysis, through which learning processes are developed (Kerbrat-Orecchioni, 1992);
- ethnography as a tool to understand agents and their actions within different cultural contexts (Cambra, 2003);
- the examination of beliefs as a point of reference for studies regarding teacher education (Woods, 2003; Kalaja, 2003).