Decades of research grounded on sociocultural theory have proven that human learning capability grows through shared learning, interaction and communication. Therefore, classrooms and schools should be transformed according to that scientific evidence, and becoming more dialogic and interactive. Under several research projects for example the competitive research project “Impacto de los entornos interactivos de aprendizaje en el éxito académico y social” (2015-2017) data has been gathered combining an interdisciplinary and multimethod approach to advance in the knowledge of the impact of different successful educational actions, in this case the interactive groups (IG). For this purpose interactive learning contexts in language, mathematics and prosocial behaviors were studied in schools in Spain. For this paper we focused on the implementation of the educational action interactive groups involving the participation of family members in the classrooms. IGs are grounded in Freire’s (1970) theory of dialogic action, the theory of dialogic learning (Flecha, 2000), and other theories that state the relevance of interaction and critical dialogue for learning. In IGs students work in small heterogeneous groups with the support of other teachers and community members (usually family members) who promote dialogic interaction to solve curricular tasks. Most of the time those community members do not have academic background and represent the cultural diversity found among students. These adults contribute their cultural intelligence and foster dialogue among students in a manner that improves student learning, achievement, and solidarity (Aubert, 2011). IG improves the learning experience and results of all students. In them, students and adults engage in discussions that extend the existing curricular knowledge. The discussion starts from all participants’ epistemological curiosity (Freire, 1970) and the dialogic construction of knowledge is enriched by the contributions made by every participant, as all voices are taken into account regardless of the status of the speakers. Two main results are achieved in IGs: better achievement and stronger unity in diversity (Freire, 1997).

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