Resumo

DUARTE BRANDOLT BORGES, Thelma  e  LIMA, Valderez Marina do Rosário. Qualitative indicators of dialogical argumentation: a proposal under discussion. Educação. Porto Alegre [online]. 2023, vol.46, n.1, e43462.  Epub 29-Abr-2024. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2023.1.43462.

The present research moved towards the development of dialogic argumentation in science teaching and learning. With a theoretical character, the study gathered and articulated references that, analyzed through Discursive Textual Analysis, received a new interpretative conformation, of their own elaboration. The proposed design aimed to build qualitative indicators to monitor the development of dialogic argumentation in science classes. It stands out as a research question to be answered: what indicators express the development of dialogic argumentation in science teaching? As indicators to be valued in dialogic argumentation, the following resulted: the problematization of knowledge; encouraging student participation; analysis of emerging initial information; the solicitation and exploration of justifications, counterpoints and objections; the realization of referrals for continuity of the argumentative process; the systematization of discussions; reflection on processes and analysis of reconstructed knowledge.

Palavras-chave : dialogical argumentation; qualitative indicators; science teaching.

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