Resumo

SOTO FRAGA, María Cristina. The argumentative jurisdiction in education. Theoretical meeting and discounters for a didactic proposal in Colombia. Conrado [online]. 2021, vol.17, n.82, pp. 152-163.  Epub 02-Out-2021. ISSN 1990-8644.

One of the main conflicts faced by the researcher in Educational Sciences is the wide range of positions and perspectives that nullify any possible consensus. However, theoretical and methodological encounters and disagreements constitute an obligatory point of reference to elaborate new proposals. This article outlines the positions that confirm the need to assume this perspective in order to establish the guidelines that should be followed when developing a didactic proposal for the Colombian educational context. Result of a process of theoretical systematization, the positions that each of the referenced authors contribute are delimited and the theoretical and methodological gaps that still shape the formation and development of argumentative competence in the Colombian educational system are revealed. When identifying the encounters and disagreements, two basic criteria are assumed: conceptualization, and the didactic characteristics of the process, from which the alternatives that are proposed as guidelines for making didactic decisions emerge.

Palavras-chave : Interculturality; argumentative skills; basic and specific skills.

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