LEMENTS OF ARGUMENTATIVE TEACHING IN THE CLASSROOM: A PROPOSAL FOR ANALYSIS FROM THE PERSPECTIVE OF THE PERELMAN THEORY
Argumentation, Science Education, Chaïm Perelman and Olbrechts-Tyteca
This work aims to study the argumentation in professional teaching practice in Science Education. For this purpose, we drawn on a set of a sequence of activities based on a controversial theme applied in basic education. The objective was to analyze how the teacher-student discursive movement occurs in terms of persuasion and convincing. The Theory of Argumentation proposed by Chaïm Perelman and Olbrechts-Tyteca (2014) was the theoretical-methodological foundation employed in the carrying out of this analysis. The data obtained in audio transcriptions were analyzed in the light of the theoretical and methodological framework transposed from the authors' work. As a partial result, we obtained that when analyzing the environment of the classroom in question were identified elements considered necessary to the persuasive and convincing argumentative environment. For the time being, the use of this theoretical framework in its transposed form has been satisfactory in enable recognizing elements of a persuasive argumentative discourse in the environment of the teaching practice