Communicative process in a teacher training course: An analysis based on the argumentary principles of Perelman and Olbrechts-Tyteca

Abstract

Although many studies are conducted on the argumentation in science education, there are still several aspects to explore. This research aims analyze, based on the argumentative principles of Perelman and Olbrechts-Tyteca (1996), the teaching arguments elaborated from a Sequence of Investigative Teaching during the Course Teacher Training in the Perspective of Investigative Teaching, carried out in the Central-West region of São Paulo for 24 teachers. One of the issues to be considered in this paper is: how the qualifiers present in the argumentation of the teacher trainer and the students, on the occasion of the resolution of investigative experimental problems, allow interlocutions in the construction of communicative processes and argumentative categories? The methodology of qualitative approach, conceives argumentative techniques in the communicative process teacher-students, presenting as an efficient option that seeks to potentiate an argumentative treatise in the investigative teaching contextualize in the teaching action, realized in non-formal teaching environment. The realization of this analysis intends to discuss the importance of teaching work in argumentative perspective, presenting the complex dynamic that involve processes of argumentation and has motivated the development of research, and their expectations in communicative conduction in the educational context.