O trabalho com argumentação em ambientes de ensino-aprendizagem: um desafio persistente
O trabalho com argumentação em ambientes de ensino-aprendizagem: um desafio persistente
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O trabalho com argumentação emambientes de ensino-aprendizagem: um desafio permanente
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发表时间：
2012
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通讯作者：
S. Leitão
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作者：
S. Leitão
本文重点介绍巴西大学教学领域的创新经验，旨在研究论证方法在课堂上的使用，基于三个同时标准：1）该方法具有理论基础; 2）它符合促进课程知识建构和培养学生批判性和辩论性技能的双重目的; 3）它可以应用于各种教育情况（包括正式和非正式的）不同于它被创建。该方法是根据Fuentes（2011）提出的批判性辩论模型改编的。在介绍这一经验时，强调了三个基本思想：第一，在课堂上设计有理论支持的论证实践的重要性，以确定有效鼓励反思和知识建构的论证和课堂活动的各个方面。第二，在Fuentes（2011）提出的批判性辩论模式中，它对课程问题知识的建构和学生交际能力的发展都有重要贡献。第三，而不是强调各种论证建议的具体细节，目标是确定在教育环境中的论证实践的原则或基本维度，如果我们想在课堂上支持论证以及知识的构建和个人反思技能的发展。
This article focuses on an innovative experience in the field of university teaching in Brazil, with the purpose of researchingthe use ofan argumentation method in the classroom, based on three simultaneouscriteria: 1) that the methodis theoretically grounded, 2) that it meets the dual purpose of promoting the construction of knowledge about the curriculum and developing critical and argumentative skills among students, and 3) that it may be applied in various educational situations (both formal and informal) different to that in which it was created. This methodology was adapted from the Critical Debate Model proposed by Fuentes (2011). In the presentation of this experience, three fundamental ideasare emphasized: first, the importance of designing theoretically-supported argumentative practices in the classroom —to identify aspects of argumentation and classroom activities that effectivelyencourage reflection and knowledge construction—. Second, that within the Critical Debate Model proposed by Fuentes (2011) it can make a significant contribution both to the construction of knowledge about curricular issues and the development of communication skills of students. Third, rather than highlighting specific details of various argumentative proposals, the goal is to identify principles or essential dimensions of argumentative practices in educational environments if we want to favor argumentation in the classroom as well as the construction of knowledge and the development of reflective skills in individuals.