Argumentative capacities as the object of teaching argumentation

• Autor(a) principal: Alves Lima, Sheyla Fabricia
• Data de Publicação: 2022
• 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/3484

Aiming to contribute to the organization of content and teaching-learning methodologies of argumentation, this article aims to discuss the concept of argumentative capacity and propose a theoretical deepening, having as main interest to reflect on what is necessary to know/do so that students can develop them. For that, we assume the argumentation in an interactional perspective (PLANTIN, 2008; GRÁCIO, 2010; 2013) and the discursive historical-cultural approach (AZEVEDO, 2013; 2016; 2019) about the development of capabilities. This intersection occurs because, according to the approach taken on capabilities, the possibility of development only occurs in situations of opposition to positions delimited by the conditions of an argumentative situation. Based on the theoretical addition of specific argumentative skills, it is expected to contribute to new work perspectives, as bringing to light little explored aspects of argumentative skills can lead to rethinking their development and, consequently, their teaching.