What do we understand by school learning and how can we promote it?, how is school learning related to cultural, historical and institutional processes?, in what way is learning linked to the interactional processes of the educational context, especially the classroom?, what is the role of the different forms of communication and speech in the development of school learning?. In recent decades, the importance of understanding human learning as a process related to social dynamic and contexts, has been increasingly recognized. However, it is not enough to think of it as a process influenced only by social interactions. Learning deserves to be understood as socially constituted and therefore, as a process that is psychological as well as social, in nature. This book seeks to contribute to reflection, analysis, and debate around these types of questions. It is a work that welcomes and brings into the dialogue, various academic contributions characterized by a common denominator: the recognition of psychosocial nature of learning.