"I agree with most of the girls. Don't totally agree with...". Argumentation and scholar discourse

• Autor(a) principal: Zanella, Daniela Ap. Vendramini
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.21814/diacritica.96
• topic: argumentação; formação docente; teoria da atividade sócio-histótica-cultura; crítico-criativo; argumentation; teacher education; cultural-historical activity theory; critical-creative

This study is situated on a teacher education context, from an Extramural project “Time to Learn”, at University of Sorocaba. The text aims at analyzing the meaning production in the teacher education activity and comprehending the argumentation role to a critical-creative view's development. The research is based on the Social-Cultural-Historical-Activity Theory. The analysis is development from two excerpts originated from a discussion in a meeting of the teacher education activity, theoretical methodologically based on the Critical-Collaboration Research. The excerpts are discussed from categories ́ analysis that focus on enunciative-discoursive-liguistic aspects and interpreted under the theoretical base presented on this study. The analysis shows that the opposition configures itself as an argumentative category which materializes the confrontation between future teacher's and researchteacher’s produced senses. Thus, the opposition is essential in order to contribute to a critical-creative view's development of the future teachers, legitimizing the argumentation importance in scholar context.