Thinking the complex and systemic dimension of the educative process is one of the nowadays' challenges. To this end, we start from the assumption that virtual learning environments can be constituded in action domains that lead to selfregulation and structural transformations. To verify this assumption, this paper presents results of an empirical study that seeks to understand, from the Biology of cognition, how a virtual environment can constitute a coexistence domain, able to propitiate learning. The results suggest possibilities of management and pedagogical intervention in the learning environments that make possible the emergence of interaction flows and contribute to establishing the coexistence, along the lines studied.
living together; conversation; virtual learning environments; biology of cognition; pedagogical management