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- Title
Análise da atividade argumentativa em aulas de Química segundo Perelman e Olbrechts-Tyteca.
- Authors
da Silva Júnior, Geraldo Alexandre; Lima da Silva, Márcia Gorette
- Abstract
The teaching of argumentation in science classes has been disseminated in recent years, concerning theoretical discussions, strategies, integration in the curriculum, and teacher training courses, among others. In this way, we assume that during a teaching activity to promote argumentation, there are also rhetorical aspects of the argumentative process present in the teacher's discourse. At the same time, Perelman and Olbrechts-Tyteca's argumentation theory constitutes a theoretical and methodological framework that helps in the analysis of argumentative discourses in science classes. Therefore, in this research article about education in experimental sciences, mathematics, and technologies, we seek to investigate the argumentative character of the teaching discourse in light of Perelman and Olbrechts-Tyteca's Theory of Argumentation. To compose our corpus of analysis, we selected episodes from a set of activities developed by a chemistry teacher in primary education at a federal technical school, seeking to identify elements of the theory in the participants' discourses. For data analysis, we used the theoretical contribution of Discursive Textual Analysis. As the main results, we observed the explicit intention of the teacher (Speaker) to increase adherence to a given thesis by the students (Audience) through convincing or persuasion. The dynamics for contact with the spirits in promoting a debate and, later, evaluating the arguments favored a metacognitive process of reflection on the arguments used, indicating values and their hierarchy, which, recognized by the members of the Audience, and the techniques adopted by the teacher are supported in arguments of dissociation of concepts. We conclude that the theory has potential as an analytical tool for studies on argumentation.
- Subjects
SCIENCE education; TEACHER training courses; CHEMISTRY teachers; ALTERNATIVE education; PRIMARY education
- Publication
Tecné, Episteme y Didaxis, 2024, Issue 55, p246
- ISSN
0121-3814
- Publication type
Article
- DOI
10.17227/ted.num55-17327