The purpose of this paper is to offer a framework for the analysis of knowledge production in networks of students. The theoretical approach includes sociological developments related to networks (Castells, 2005) combined with the pedagogy of philosophy with children and young people (López, 2009), which we apply to educational research. To begin with, we consider inquiry as the starting point of the learning process. This process occurs in a context denominated the “community of inquiry” (Lipman, 2003), which includes technology-enabled interactions that go beyond classrooms. Because of this connectedness, this community is viewed as a network that constitutes itself around the practice of problematization. In this regard, the question is not how a certain device, platform, software, or app could change the interaction between students and already defined educational contents, but rather, how students can find problems to answer creating a different type of knowledge.
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