Ensino de argumentação nos anos iniciais da educação: o que se encontra no contexto de produções científicas

Abstract

The record of pedagogical practices aimed at teaching argumentation in education is still scarce in Brazil. Being a social need and a requirement of the BNCC, we carried out a systematic review to build a State of Knowledge. To do this, we consulted the BDTD, with a time frame that covered the period from 2017 to 2021, to map which concepts and methods have been mobilized by teachers committed to developing the argumentation of students in the early years of elementary school. school. The comparison of data collected in seven studies, selected based on exclusion and inclusion criteria, indicates that there is a diversity of theoretical perspectives adopted by postgraduate students, that the data collection instruments are aligned with the profile of the collaborators involved and to the type of research carried out, and that during this period there was a significant reduction in the amount of research carried out on the teaching of argumentation and the training of teachers related to this level of education. In view of this, we corroborate the relevance of new research that points out the alternatives and challenges that are identified in studies with teachers who strive to teach argumentation in a school.