This study aims at understanding how student training contributes to the success and sustainability of a school intervention project and how collaborative agency emerges from that process among students and teachers. All activities developed in the intervention were based on Cultural Historical Activity Theory and on the Critical-Collaborative Research. The data from meetings, classes and questionnaires with the students were analyzed considering discursive aspects of the turns in order to understand how the students collaborate for the research design and to the sustainability of the intervention. Our results suggest that by participating in all phases of the intervention (designing, implementing and evaluating), the students tend to collaborate more with each other and with the teachers, and also have the possibility to go beyond what was established by the initial intervention objectives.

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