Resumo

NINAMANGO SANTOS, Ninoska Julia et al. Development of technology-mediated argumentative competence for learning. Universidad y Sociedad [online]. 2023, vol.15, n.4, pp. 403-412.  Epub 12-Ago-2023. ISSN 2218-3620.

Argumentation as a discursive practice, constitutes a process and product of the communicative action being exclusive of the human being, at the same time it allows to interact with good judgment, as well as to raise personal positions favoring dialogue and the search for consensus in order to contribute to a critical conscience that allows the active participation in the civic life. This ability can be strengthened through the use of Information and Communication Technologies (ICT) in the learning process, due to the multiple possibilities offered to students, allowing them to debate, exchange ideas, opinions, discuss, as well as to support positions based on argumentation, even in virtual spaces. In this sense, the purpose of this study is to carry out a review and critical reflection on the theories, strategies and didactic resources, as well as evaluation instruments of argumentative competence (AC) mediated by technologies. For this purpose, the scoping review model was applied, allowing the mapping of some research on the subject based on existing literature. It is concluded that it is of utmost importance to establish clear and intentionally directed activities for the achievement of argumentation development, as well as to take into consideration that the teacher's role lies in the planning of activities that foster this competence through reflective dialogue among other actions, and that learning technologies are tools that favor dynamism and motivation for its development.

Palavras-chave : Argumentative ability; Didactic strategies; Pedagogical practice; Information and communication technologies; Panoramic review.

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