Abstract
In the current outlook of education, collaborative learning has been introduced as a strategy to build knowledge, in a multimodal culture where information is expressed, produced and distributed through new formats and representational languages. Regarding the latter, the diagram has been used as a way to represent and organize information in learning processes, making its comprehension necessary, since there are different interpretations from the theory. That is why, through this study of theoretical design, a systematic review of the literature (SRL) was carried out, which it allowed to get information about the concepts of diagram and its connotation in collaborative learning, taking into account the definitions stated about it. The results show that the diagram is a representational instrument and not only a graphic or textual organizer, but also, a semiotic-social mental artifact, a semiotic-social mental artifact that mediates meanings and regulates their construction in subjects' collaborative learning interactions. Finally, the role of the diagram as a potentiator in the development of metacognitive skills is highlighted.
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