<p>This research examines beliefs about citizenship in students of tenth and eleventh grades in district schools, identifying citizen participation, public relations, and citizenship building in relation to other subjects. Using a mixed approach, quantitative and qualitative data were collected, analyzed and integrated through survey and focus group interviews. The questionnaire was analyzed from a statistical perspective (Excel matrix), and the focus group interview was subject to content analysis in order to perform a methodological triangulation. Considering that educational institutions are privileged settings to enhance a full exercise of democracy, the article inquires about what education does or does not do to consolidate the society it has and desires. The results allowed to infer, among other beliefs, that “there are practices that do not contribute to the construction of citizenship, but it is good to be a citizen.”.</p>

From the proposal made in order to investigate about Teaching strategies concerning to collaborative work, checking previous investigations and the bibliography, it is settle down the conceptual relationship between Collaborative Work, Cooperative Learning and Strategy of Teaching; concluding that Cooperative learning is understood like a teaching model that includes a group of strategies for the knowledge construction in a cooperative way; teaching strategies are process that require development moments in the planning, implementation, evaluation stages; and that the strategies of collaborative work make part of this teaching model. Starting from the previous understanding, with a qualitative focus and ethnographic method; the investigation characterizes the planning, implementation and evaluation stages of the Teaching strategies of Cooperative Learning in Higher Education in five Universities from Bogotá, having that the Cooperative Learning is configured from strategies which the teacher promotes the cooperation among equals to reach a learning goal, in three kinds of practical: Intentional practice on theoretical and conceptual of Cooperative Learning, Intentional practice in strategies of collaborative work and, intentional practice in group work without any explicit appropriation of cooperative learning theory.