A argumentação colaborativa e agência no Tempo de Aprender

• Autor(a) principal: Fuga, Valdite Pereira
• Data de Publicação: 2023
• Outros Autores: Vendramini-Zanella, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EID&A - Revista Eletrônica de Estudos Integrados em Discurso e Argumentação
• Texto Completo: http://periodicos.uesc.br/index.php/eidea/article/view/3639

This article aims to highlight the importance of collaborative argumentation (LIBERALI, 2018) in the student-teachers´ agentive constitution in the context of reflective sessions within training scope of the Tempo de Aprender Program. This discussion focuses on the concept of argumentation from a collaborative perspective and, in this direction, emphasizes collaboration as a mode for the constitution of agentive individuals (FREIRE, 1987; STETSENKO, 2019). The methodological procedures are grounded in Collaborative Critical Research (MAGALHÃES, 2009), whose data was discussed based on categories built from literature on argumentation in educational contexts (LIBERALI, 2018), which are distributed in enunciative, discursive and linguistic aspects. The results show that collaborative argumentation in the reflective session consists of the concrete exercise of interweaving different perspectives, promotes un-silencing (TELES, 2018) and opportunities for collective reflection towards the constitution of a transformative agency (STETSENKO, 2019).