Relações entre ações docentes favoráveis ao ensino envolvendo argumentação e habilidades argumentativas manifestadas por estudantes

Abstract

We present an analysis of the Actions that Encourage Argumentation-Based Teaching (AEABT) mobilized by a teacher and Argumentative Skills (AS) used by students, as well as considerations about how they are related. Data were collected in real teaching situations: two classes were videorecorded. For data analysis, we applied a set of AEABT and AS presented in the literature. The results indicate that: (i) there is a relationship between the nature of the AEABT mobilized by the teacher and the AS used by the students; (ii) students can use AS different from those stimulated by the teacher’s AEABT; and (iii) some types of AEABT contribute less to the use of AS by students. We argue that teachers, whether preor inservice ones, should have opportunities to discuss and learn about AEABT due to their relation to AS. Additionally, we point out possibilities for further research on the subject.