Análises de habilidades argumentativas apresentadas por alunos em um júri simulado e de suas reflexões sobre os processos argumentativos vivenciados

Abstract

Researchers have advocated in favor of students' involvement in argumentative situations to contribute to the development of their argumentative skills. In this sense, we analyze: (i) the argumentative skills expressed by students in a mock trial; and (ii) students’ reflections on the arguments presented by them in the mock trial. Based on that, we discussed: (i) the argumentative skills shown by the students; and (ii) students’ reflections on the arguments presented in the mock trail and their relationships with argumentative skills. Data were collected in a real teaching situation involving observation, video recording and transcripts of four classes related to the presentation, preparation, realization, and discussion of a mock trial. The results show that students can identify relevant data concerning the question but face difficulties in mobilizing evidence during the mock trial. Moreover, students demonstrate that they can produce refutations and establish criteria for evaluating the presented data. Finally, this study highlights the contributions of the mock trail strategy to the teaching of argumentation in classrooms and the role of the teacher in the creation and conduction of argumentative situations.