2026-04-14T06:16:24Zhttps://recercat.cat/oai/request

oai:recercat.cat:10256/279612025-12-17T12:48:36Zcom_2072_452955com_2072_2054col_2072_453072

00925njm 22002777a 4500 dc Esteban Guitart, Moisès author González, Norma author Vélez-Ibáñez, Carlos author 2025-11-29 The aim of this article is to contextualize the perspective of the Funds of Knowledge (FK), with particular attention to what we consider three substantial contributions made by Luis Moll. Namely: (1) the Vygotskian conceptualization of study groups involving researchers and teachers as a mediating social structure; (2) the importance of generating zones of proximal development understood as social processes of trust, collaboration and exchange; and (3) the understanding of FK as psychological tools, socially and culturally situated and distributed, which, when recognized and legitimized in educational contexts, serve to amplify, organize, sustain and regulate (mediate) learning processes. All of this is framed within the commitment and connection that Luis Moll consistently demonstrated between his thought, scholarship and life in relation to 'convivencia' (living together, coexistence). To this end, we trace the origin, development and current stage of internationalization of the FK approach, and finally describe and illustrate, through examples drawn from the contributions in this Special Issue, what we regard as five core principles, or guiding ideas, that have become consolidated over the course of this theoretical and practical approach This work was supported by MCIN/AEI/10.13039/501100011033 and European Union NextGEnerationEU/PRTR, CHANSE programme [PCI2022-135094-2]; the Spanish Ministry of Science and Innovation (MCIN), the Spanish State Research Agency (AEI), and The European Regional Development Fund (European Union) [grant number PID2021-127143NB-I00]. The first author acknowledges financial support from the 2021 ICREA-Academia Award of Generalitat de Catalunya Este trabajo ha sido financiado por MCIN/AEI/10.13039/501100011033 y por la Unión Europea NextGEnerationEU/PRTR, Programa Europeo CHANSE [PCI2022-135094-2]; el Ministerio de Ciencia e Innovación (MCIN) de España, la Agencia Estatal de Investigación (AEI) y el Fondo Europeo de Desarrollo Regional (Unión Europea) [número de subvención PID2021-127143NB-I00]. El primer autor agradece el apoyo financiero del Premio ICREA-Academia 2021 de la Generalitat de Cataluña http://hdl.handle.net/10256/27961 Psicologia de l'aprenentatge Learning, Psychology of Comunitats d'aprenentatge Community and school Origin and development of the Funds of Knowledge approach: a path yet to be followed = Origen y desarrollo de la aproximación de los Fondos de Conocimiento. Un camino aún por recorrer